ABSTRACT: In this study, we attempt to show the necessity of teaching and learning English Foreign Language Writing (EFLW) in secondary education, taking it out of the traditional realm in which it is placed within the EFL secondary classroom. The main objectives are identifying and proposing approaches that contribute to the teaching of writing in English. In short, it is proposed to develop an exhaustive pedagogical model for teaching EFL writing. EFLW is becoming an increasingly important area in applied linguistics, despite its quite recent significant development. Insufficient or lack of training in secondary school has an impact in academic achievement at university level, mainly concerning academic and professional writing. Although EFL writing has a place in the Basque secondary school curriculum as competence, it is developed within the EFL classroom. We will summarize six approaches for teaching EFLW: Learning-to-write, Knowledge-Transforming, Text Genre-based teaching, TBLT, Collaborative Writing and Corrective Written Feedback. The current study found that the curriculum just alludes to EFLW, without specifying any pedagogical approach. A rather strong relationship between these six approaches has been reported in literature, thus their relevance. We propose a comprehensive pedagogical model based on a combined association of the six approaches for teaching of EFLW: the cycle of approaches.
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