The unfulfilled pedagogical promise of the dialogic in writing: Intertextual writing instruction for diverse settings

Abstract

In this chapter, the authors use writing as a site to consider the intersection between culture and effective pedagogy. They identify the general principles surrounding pedagogy, which is considered to be culturally responsive, and then examine the research to consider these principles specifically with regard to the teaching of writing in linguistically and culturally diverse contexts. The chapter explores ways to incorporate deliberately the general principles of culturally responsive pedagogy in the teaching of writing. It also offers a view of writing and writing instruction as dialogic, with the aim of incorporating students' existing knowledge and practices. By considering students' intertextual histories as a key resource for writing, the chapter considers that there is potential to develop instruction that is contingent upon and responsive to students' various experiences with texts.