Explicit instruction in western cultures in the english-language writing classrooms of the arab gulf: Pedagogical perspectives

Christopher J. Denman*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

Writing is one of the most complex skills ESL/EFL learners are asked to master. Academic writing in English is often characterised by deductive reasoning, the linear development of ideas, the use of explicit discourse markers, and avoidance of repetition. However, for many Arabic speakers the presentation of an argument often involves paraphrasing, double arguments, and proverbs. When these are employed in written English texts, they may appear as errors or threats to coherence that result from the writer's limited awareness of Inner Circle socio-cultural conventions. Explicit instruction in Inner Circle cultures and rhetorical patterns has been posited as one way to address this issue. This chapter explores arguments for and against such instruction in the English-language writing classrooms of the Arab Gulf. It then offers some of the theories underlying culturally relevant literacy practices before exploring the feasibility of applying such approaches in the Arab Gulf.

Original languageEnglish
Title of host publicationMethodologies for Effective Writing Instruction in EFL and ESL Classrooms
PublisherIGI global
Pages1-13
Number of pages13
ISBN (Electronic)9781466666207
ISBN (Print)1466666196, 9781466666191
DOIs
Publication statusPublished - Oct 31 2014

ASJC Scopus subject areas

  • Arts and Humanities(all)
  • Social Sciences(all)

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