Leki, I. (2001). Material, Educational and Ideological Challenges of Teaching EFL Writing at the Turn of the Century. International Journal of English Studies, 1(2), 197-209.
The main point of Ms. Leki’s article is to outline the challenges facing English as a Foreign Language (EFL) Writing Instructors and programs and to challenge teachers and EFL language programs to include writing instruction in their boarder programs while acknowledging the inherent challenges and obstacles. She does this by reviewing the 2 groups of challenges. On one hand are the common problems language and writing teachers struggle with “such as class size, time constraints, accommodating local needs, and coping with the problems connected to lack of both teacher experience in teaching L2 writing and student training in L1 writing” (Leki 197). On the other hand are the “more ideological” challenges of justifying the “large investment required…, the right to resist center imposed materials and methods, the need for dialogue with students about the role of writing in their lives, and the need to make L2 writing enhance learner options rather than limit them…” (Leki 197)
In the first group of challenges, the common problems, Leki points out the following problems:
· Large classes of 30 or more severely challenge a writing teacher who must grade not only for obvious grammatical problems, but must also wade through multiple drafts per student per assignment in order to give essential and detailed feedback to the student for their overall writing development.
· Administrators are often unaware of these time requirements and may or may not be prepared to support the teachers in both their time needs and the material support/limited class size required for a successful writing program.
· There is also a need to take into account the unique needs of the locale and to develop methods for meeting those needs and tailoring a program for meeting the writing goals accordingly.
· It is not uncommon for EFL teachers without writing instruction training to be called upon to teach L2 writing and writing textbooks may or may not be available to assist the EFL teacher to improve their own L2 writing instruction skills.
· As L1 writing is not always as valued or common in every society, it is wrong to assume that every EFL teacher has had the same personal writing experiences in their L1 language.
· Students also may have limited experience in L1 writing to draw on for developing their L2 writing skills.
· There is often a heavy emphasis on grammatical “correctness” in both L1 and foreign language learning environments. This in turn often inhibits the development of a sense of personal “voice” in the L2 as the emphasis tends to be on translating rather than expression.
· Even those students with limited writing experience in both their L1 and their L2 have been exposed to the literature and rhetoric of their first language. Allowances must be made by both teacher and student to adopt the rhetoric and cultural styles of their target L2 audience. (Leki 200-202, paraphrased)
The group 2 “ideological” challenges are too many to list in detail in this brief summary and review. Briefly, she points out once again the inherent expense of writing programs in both time and materials, the need to make L2 writing a reality and necessity for the student, and the appropriate times to resist externally imposed pedagogy from first tier English-speaking countries in favor of locally adapted methods. In conclusion, Leki supports a “balancing act” of the challenges that face students in developing their L2 writing skills and the investments needed by both teachers and institutions to develop reflective and supportive writing programs that focus on the finding the writer’s voice and expand their skills to match their individual intellects.
I found this to be a very insightful and dense summary of the challenges facing EFL and L2 writing instruction in general. I would recommend this article to colleagues that are particularly interested in L2 writing from an EFL perspective as this can have different challenges from an ESL environment. Teaching English in a foreign country where it is not a primary language has unique problems that may not be found in an environment where English is the dominant language of business and everyday experience.
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