Exploring the Linguistic and Institutional Contexts of Writing Instruction in TESOL

In recent decades, there has been increased attention to the ways that pedagogical practices differ among contexts in TESOL (Bax, 2003; Cumming, 2003). Most scholars agree that an examination of curriculum and instruction must consider local dynamics, such as student goals, institutional structures, and the sociopolitical situation (Syed, 2003; You, 2010). Dominant pedagogical trends, such as the communicative approach or process writing, may be interpreted in vastly different ways depending on the context of implementation (Bax, 2003; Susser, 1994).