Browsing by Subject "EFL"

Now showing 1 - 3 of 3
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    Does everyone write five-paragraph essays?
    (University of Michigan Press, 2019) Connor, Ulla; Ene, Estela
    This chapter considers and provides evidence-based answers to several important questions: How widely is the five-paragraph essay really taught around the world, in English-speaking countries, other first languages, and EFL classes? What circumstances surround its adoption or rejection? What values and ideologies are passed on through the teaching of the five-paragraph essay, to what effect, and how can we show students what lies beyond the curtain of the five-paragraph formula? Before examining EFL contexts, we should first note that the five-paragraph essay is not taught everywhere in English-speaking countries. In the U.S., “the essay”--very loosely labeled--is taught or assigned most frequently, and it encompasses almost any multi-paragraph written text (as also mentioned in Caplan, Tardy, and Johns in this volume and Melzer, 2014). Often, various assignment types (e.g., research paper, essay, report) (Johns, 2011) are conflated under the “essay” category based on perceived shared structural features (Tardy, this volume).
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    Worlds apart but in the same boat: How macro-level policy influences EFL writing pedagogy in China, Mexico, and Poland
    (Routledge, 2018) Ene, Estela; Hryniuk, Katarzyna
    Despite the pull towards global homogeneity, distinctions among EFL contexts persist, due in part to the fact that global and national policies are conceptualized and enacted differently. Some have contended that “the principal locus of policy making remains the nation-state” (Haskell, 2002, p. 5), and that language policies, as a subcategory of national policy, reflect different national sociopolitical and economic goals.