Working Papers in Literacy, Culture, and Language Education

PAGE | 5 INTRODUCTIONclaims that error correction is largely ineffective and harmful, whereas Ferris argues thatstudents need feedback on their grammatical errors. Kim emphasizes that grammarcorrection is considered to be one of the most important forms of feedback. This chapterexamines the role of grammar correction in L2 writing on the basis of these controversiesand discusses some pedagogical implications of error correction for teaching writing, withparticular reference to her own experience of teaching EFL writing classes in South Korea.The final article, “Undocumented Mexican Immigrants in Adult ESL Classrooms:Some Issues to Consider” by Sheri Jordan, argues that with anti‐immigrant sentimentspermeating the media, policy, and public discourse throughout the United States, littleroom seems to exist for understanding what drives Mexican migrants northward. Jordanframes her argument within a discussion of the historical conditions leading to USimmigration policy, negative discourses and stereotypes in the American media and public,and continuing Mexican migration in spite of great sacrifice, and the choices of individualsto migrate to the US. Educators of adult ESL students need a framework, which the authoroutlines, as they encounter these students in the classroom. This framework combinesFreire’s “pedagogy of the oppressed” with a transformative pedagogy that relinquishesdeficit models and invites student knowledge into the classroom.This first volume of WPLCLE ends with a book review by Craig Howard on the bookentitled Language Learning and Teacher Education: A Sociocultural Approach, edited byMargaret Hawkins. Howard provides an in‐depth review of the articles in this collection,highlighting the book’s value for researchers and practitioners of language teaching.