As can be seen in Table 1, the pre-service teachers had diverse linguistic and cultural backgrounds. 2 Selection of the pre-service teachers, while not designed to be representative, provided a broad student teacher perspective on issues related to teaching ESL writing. The participants represented a diverse set of backgrounds and experiences. Seven were native English speakers. Five were second language speakers of English, with Korean, French and Portuguese as their first language backgrounds. While two teach- ers had some limited experience teaching writing to high school students and adults, the others basically had no experience in teaching writing. The students, all of whom were adult English language learners, also had.
