What beliefs about writing guide EFL curricula? An analysis of relevant policy documents for teaching English at German secondary schools

Abstract Although curricular analyses are of crucial importance for development, documents teaching writing in English as a foreign language [EFL] Germany have not yet received much attention. Our study explores what beliefs about guide educational policy EFL Germany. Using Ivani?’s (2004) discourses [DoW] theoretical lens, we conduct analysis 11 curricula lower secondary school (Year 9/10) and their guiding superordinate documents. data suggest that none the offers comprehensive conceptualization writing. The skills genre predominant; process , creativity social practices receive little attention, while sociopolitical discourse is missing. Differences frequency among types federal states may hinder transitions between tracks. relative neglect procedural character lack acknowledgment dimension learning to write further misalignment current research into (foreign language) pedagogy. This be particularly detrimental less proficient or socially disadvantaged learners. Implications development outlined, suggesting more approach covers all six DoW important. In particular, highlight potential process-oriented also refer need address digital literacy