The process approach to writing pedagogy: implications for local classroom contexts

Abstract

In Bangladesh recently many curricular innovations are taking place and there is a tendency to borrow western methodologies for the English language classroom.This paper describes the main features of the process approach to writing pedagogy which is apopular western methodology for writing. A brief sequence of the different activities involved in processwriting are outlined. It also reviews few studies documenting the implementation of the process approach. The introduction of the process approach to writing in Hong Kong and Malaysia arediscussed, in addition to teachers' reflections on change, students' attitudes and reactions to,processwriting. The purpose is to raise awareness of issues arising from such studies and their implicationsfor local classroom contexts. Some limitations of the process approach are mentioned for example,hindering features like contextual and practical constraints. A few recommendations for overcoming barriers to the implementation of this approach have also been suggested. The paper points out those features of the process approach which may be useful in developing writing skills in the Bangladeshi classroom. A brief discussion of the Bangladeshi educational scenario is also highlighted with a view to provide a general note of caution for making western methodologies suitable and appropriate for the Bangladeshi context.