A shifting paradigm in the pedagogy of writing skills in global education: From transmission to facilitation to critical considerations

This chapter reflects on various views about teaching writing skills for students in a global context, from disempowerment to more empowering lenses. Traditional approaches of language teaching have tended to focus on the transmission of information from instructor to student. Literature suggests, however, that students learn more effectively when they experience and are engaged in the learning process. The constructivist approach in language learning implies that teachers need activities for students that foster experiential learning. This approach can provide a framework for students to assimilate their previous knowledge and experiences to build new knowledge. Contemporary theories of teaching writing skills aim to promote the facilitation of student learning by engaging them in the learning process rather than transmitting information. We now know that mentors need to engage, empower and respect students‘ voices in the learning process.