Teaching Writing in the Chinese Primary and Secondary School Contexts: An Analysis of the Discourses of Writing in L2 Curriculum Documents

Abstract

Despite the significance of second language (L2) writing curricula in guiding effective and successful teaching practices, limited studies have explored the underlying pedagogical philosophies and values in writing curricula in L2 school contexts. Utilizing the writing discourse framework, the current study assessed and analyzed L2 writing curriculum documents in primary and secondary schools in the Chinese Mainland, Hong Kong, and Macau. The findings revealed prevalent skills and social practices discourses, insufficient process and genre discourses, and minimum creativity and sociopolitical discourses in L2 writing curricula. Such findings, together with the observed curricular consistency and distinct curricular features across different regions, provide insights into curricular teaching philosophies and the development of L2 writing curricula and teaching approaches in L2 school contexts.