Abstract:

This paper presents an exploratory study analysing writing pedagogies, both explicitly and implicitly, across content areas in Dutch and Flemish secondary schools (Flanders is the Dutch-speaking part of Belgium). Semi-structured interviews were held with teachers (N=112) and writing instructions (N=45) were collected. The resulting data was analysed using a number of theoretical concepts, concerning beliefs about writing pedagogies, functions of writing and perspectives on language teaching and learning. The results indicated that many teachers are not process-oriented, but teach writing in a product-oriented way. Learning through writing is barely present in their teaching. Although teachers from other subjects certainly pay attention to language and writing, their practice lacks pedagogic insight on writing.

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Keywords:

Grammar education, attainment targets, secondary education, curriculum design.