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In classes made up exclusively of second language writers, enrollments should be limited to a maximum of 15 students per class.

instructors should avoid topics that require substantial background knowledge that is related to a specific culture or history that is not being covered by the course.

Writing instructors should look for evidence of a text's rhetorically effective features, rather than focus only on one or two of these features that stand out as problematic.

Further, "patchwriting," defined by Rebecca Moore Howard, as the copying of sections of texts, such as phrasings and sentence patterns, is a natural part of the process of learning to write in a second language.

We advocate that instructors take extra care when suspecting a second language writer of plagiarism, and take into consideration the student's cultural background, level of experience with North American educational systems, and confidence level for writing in English.

Any writing course, including basic writing, first-year composition, advanced writing, and professional writing, as well as any writing-intensive course that enrolls any second language writers should be taught by an instructor who is able to identify and is prepared to address the linguistic and cultural needs of second language writers. 

should be based on students’ writing proficiency

mainstreaming

the literacy support of second language writers needs to extend beyond the composition requirement as well.

approaches for designing writing assignments that are culturally inclusive, and approaches for assessing writing that are ethical in relation to second language writing.

Therefore, it is imperative that writing centers model and discuss effective approaches for working with second language writers in tutor training, make available reference materials specific to language learners such as dictionaries on idiomatic English, and hire tutors with specialized knowledge in second language writing.

Second language writers often come from contexts in which writing is shaped by linguistic and cultural features different from their NES peers. Beliefs related to individuality versus collectivity, ownership of text and ideas, student versus teacher roles, revision, structure, the meaning of different rhetorical moves, writer and reader responsibility, and the roles of research and inquiry all impact how student writers shape their texts.

scaffolding, creating benchmarks within larger projects, and incorporating additional resources such as the writing center.

to identify strengths second language writers bring to the classroom.

With the help of an instructor, second language writers can learn to bridge the strategies they use to communicate socially through digital media to the expectations of the academy. Therefore, instructors need to learn how to proficiently work with the writing tools and within the writing contexts that will help second language writers create these bridges. As in this case, instructors need to be trained to work with various writing media (e.g., computer programs) so that they can take advantage of these pedagogical opportunities.

instructors will be better prepared to work with second language students if issues of second language writing and writers are a consistent feature that is re-enforced throughout their training in writing instruction, especially in-service training encouraged of all writing instructors.

We recommend that writing programs familiarize themselves with the multilingual populations surrounding their institutions. Doing so not only provides valuable insight into the language experiences of some students in your writing programs, but it also could identify large multilingual populations wishing to matriculate into the college/university. Information on local populations can be collected from the US Census Bureau’s American FactFinder website. Also, websites such as the National Center for Education Statistics provides data on the number of English Language Learners (ELL) receiving special services in area high schools, some of whom might aspire to enter the university one day. Such information can be collected and disseminated on a centrally managed university website for the benefit of both instructors within the composition program and other university faculty.

who are assigned to subjects according not to their own choice, but to their school grades. Medicine, engineering and political science require high results. Low-scorers are concentrated in arts, business and education courses.

The very wealthy send their sons and daughters abroad. Many never come back, contributing to a brain drain in the Arab world.

n Jordan, there is an excessive use of lecturing and memorisation, with little emphasis on analysis of what is being memorised. It is well known that students in public schools are required to memorise endless facts and formulas from a dreary academic curriculum.

hile all new theories of language acquisition are based on meaningful communication through which students can acquire English as a second language without translation or focusing on grammatical principles and rules, “grammar translation method” is still the only popular method used in public schools and even at universities in Jordan.

Over the years, there has been much talk about reforming the education system in Jordan, but less action. Reform i

We need an education through which students are able to connect the facts they learn about to the real world, which helps them innovate, understand social responsibilities, ethics and values.

Finally, although Qatar has a high per capita income, the national investment in education was small. Teachers received low pay and little professional development, many school buildings were in poor condition, and classrooms were overcrowded.

he most fundamental need was for clear curriculum standards oriented toward the desired outcomes of schooling. The new system’s curriculum, assessments, and professional development would all need to be aligned with these clear standards

AND presented three governance options to the Qatari leadership for discussion: (1) a Modified Centralized Model, which upgraded the existing, centrally controlled system by allowing for some school-level flexibility with or without parental choice of schools; (2) a Charter School Model, which encouraged variety through a set of schools independent of the Ministry and which allowed parents to choose whether to send their children to these schools; and (3) a Voucher Model, which offered parents school vouchers so that they could send their children to private schools and which sought to expand high-quality private schooling in Qatar.

Qatar now possesses curriculum standards in Arabic, mathematics, science, and English for all 12 grades — and these standards are comparable to the highest in the world.

These tests and surveys were then upgraded and repeated in 2005 and 2006 as part of the ongoing accountability system. The tests are the first standardized measures of student learning available in the Arabic language.

otential school operators responded enthusiastically to the call to open the new schools.

from a pool of 160 initial applicants; all 12 opened under three-year renewable contracts. In 2005, 21 additional Independent schools opened, and in 2006, 13 more opened.

Increased expertise is needed in Qatar’s teaching workforce and among the Institutes’ staff. Non-Qatari specialists are likely to be required in the future, but it is important that they find the means to transfer knowledge to Qataris to build local human resources.

The four principles of the reform — autonomy, accountability, variety, and choice

The emirate of Abu Dhabi in the United Arab Emirates recently adopted a strategy of public financing for private providers of education that is similar to that of Qatar. Also, the Secretary General of the Gulf Cooperation Council praised Qatar’s initiative, especially its curriculum standards. Since these standards are the foundation for teaching, learning, and accountability, the Secretary General’s praise, motivated by concern throughout the region about preparing students for later life, represents a major endorsement of the approach taken in Qatar.

With fewer than 1 in 10 Syrian refugees ages 15, 16, or 17 enrolled in secondary school or technical/vocational education, the risk of losing a generation of skilled professionals is very real