Influences on preservice writing instruction during the secondary English as an additional language practicum in Australia

Minh Hue Nguyen, Jillian Roberta Brown

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    4 Citations (Scopus)


    Informed by a sociocultural perspective on second language teacher education, the present qualitative study investigates three preservice teachers’ (PSTs) writing instruction during the English as an Additional Language (EAL) practicum in Australian secondary schools in relation to the multidimensional context of the practicum and the PSTs’ personal backgrounds. Sources of data included individual interviews with the PSTs and their school mentors, lesson plans and recordings, teaching materials, the PSTs’ self-reflections, and analysis of the schools’ EAL programs. Data analysis revealed that the main factors shaping PSTs’ writing instruction included the EAL programs at the schools, school teachers and the mentors' support, EAL students’ background, proficiency levels and responses to tasks, and the PSTs’ knowledge, prior education and work experiences. Based on the findings, the paper discusses implications for enhancing the quality of EAL teacher education, especially for promoting productive coursework and placement experiences for PSTs.
    Original languageEnglish
    Article number5
    Pages (from-to)84-101
    Number of pages18
    JournalAustralian Journal of Teacher Education
    Issue number8
    Publication statusPublished - 2016


    • practicum
    • writing instruction
    • EAL
    • TESOL
    • secondary
    • Australia

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