K-12 ESL Writing Instruction: A Review of Research on Pedagogical Challenges and Strategies

Writing is an important early literacy skill for English as a Second Language (ESL) students’ academic success, underlining the importance of effective ESL writing instruction at K-12 level. However, there little empirical research on in school settings. The goal this systematic literature review to examine extant evidence challenges teachers encounter teaching and strategies that can be adopted help overcome challenges. Our search yielded 49 peer-reviewed journal articles book chapters published between 2010-2019. A content analysis (Stan, 2009) these materials indicated following writing: (a) lack pre-service training writing, (b) pedagogy skills, (c) time, (d) professional development opportunities, (e) standardized tests, (f) unique L1 influences L2 text production. also revealed recommended addressing challenges: incorporating course into teacher education programs, creating opportunities support by mentor researchers, integrated skills classroom, providing students with write more, adopting explicit instruction, teachers. Based our findings, we discuss implications recommendations schools.