Paragraphing beliefs, pedagogy, and practice: Omani TESOL teacher attempts to hold it all together

What is it about?

This paper provides a state-of-the-art summary of what we know about paragraphing in English. It then goes on to consider tensions between our often imperfect beliefs and knowledge, and how we actually write. I suggest that juxtaposing cognition and beliefs with actual performance data can help us reconsider paragraphing pedagogy.

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Why is it important?

Most work looking into teacher cognition has focused on grammar, but this paper focuses on writing. In addition, I not only consider teacher belief and self-reported pedagogical practice, but also actual writing practice. I suggest that reflecting on the differences between these three kinds of data is an important pre-requisite for PD, and updating pedagogical practice.