Using a genre‐based approach to teach writing to elementary ESL students: A boon or a barrier?

Abstract A genre‐based approach to second language (L2) writing instruction has received traction due to its impact on helping L2 students improve their writing skills. This approach to teaching writing is particularly useful for young English language learners (ELLs), as it simultaneously focuses on their English language and writing skills development. Despite this, the genre‐based approach is often criticized for its apparent prescriptiveness. In this article, we make the case that a genre approach to writing instruction is a boon not a barrier to ELLs in elementary contexts. Drawing on the scholarship in early childhood literacy and L2 writing, we posit that a genre approach to writing instruction is helpful to elementary ELLs for the following reasons: (a) it is a phased approach, (b) it provides experiential learning opportunities, (c) it is goal‐oriented, and (d) it helps make students self‐efficacious and autonomous. Using these reasons as reference points, we also discuss implications for teaching and learning.