Learning-to-Write and Writing-to-Learn in an Additional Language

Editor

Rosa M. Manchón

| University of Murcia

Hardbound – Available

ISBN 9789027213037 | EUR 99.00 | USD 149.00

Paperback – Available

ISBN 9789027213044 | EUR 36.00 | USD 54.00

e-Book –

ISBN 9789027284839 | EUR 99.00/36.00*
| USD 149.00/54.00*

This book is a pioneer attempt to bridge the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. Its ultimate aim is to advance our understanding of written language learning by compiling a collection of theoretical meta-reflections and empirical studies that shed new light on two crucial dimensions of the theory and research in the field: first, the manner in which L2 users learn to express themselves in writing (the learning-to-write dimension), and, second, the manner in which the engagement in written output practice can contribute to developing competences in an L2 (the writing-to-learn dimension). These two areas of disciplinary inquiry have up until now developed separately: the learning-to-write dimension has been the cornerstone of L2 writing research, whereas the writing-to-learn one has been theorized and researched within SLA studies, hence the relevance of the book for exploring L2 writing-SLA interfaces.

[Language Learning & Language Teaching, 31] 2011. xii, 263 pp.

Publishing status: Available

https://doi.org/10.1075/lllt.31

Table of Contents

Preface Alister Cumming	ix–xii
Introduction
Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing Rosa M. Manchón	3–14
Part I. Learning-to-write and writing-to-learn
Chapter 2. Learning to write: Issues in theory, research, and pedagogy Ken Hyland	17–35
Chapter 3. Writing to learn in content areas: Research insights Alan Hirvela	37–59
Chapter 4. Writing to learn the language: Issues in theory and research Rosa M. Manchón	61–82
Part II. Learning-to-write and writing-to-learn
Chapter 5. Learning to write in a second language: Multilingual graduates and undergraduates expanding genre repertories Ilona Leki	85–109
Chapter 6. Writing to learn and learning to write by shuttling between languages Suresh Canagarajah	111–132
Chapter 7. Beyond writing as language learning or content learning: Construing foreign language writing as meaning-making Heidi Byrnes	133–157
Chapter 8. The language learning potential of form-focused feedback on writing: Students’ and teachers’ perceptions Fiona Hyland	159–179
Chapter 9. Writing to learn in FL contexts: Exploring learners’ perceptions of the language learning potential of L2 writing Rosa M. Manchón and Julio Roca de Larios	181–207
Chapter 10. Exploring the learning potential of writing development in heritage language education John Hedgcock and Natalie Lefkowitz	209–233
Conclusion
Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing Lourdes Ortega	237–250
Contributors’ biodata	251–254
Authors index	255–257
Thematic index	259–263

“The essays, overall, provide the reader with different views dealing with issues and concerns of SLA and L2. They also serve to bring together the fields of SLA and L2 writing in new and exciting ways by recognizing the importance of the agency and identity that writers bring with them and of the writerly voices they already possess in the target language.”

Dianna Baldwin, Michigan State University, in Studies in Second Language Acquisition 34(4), 692-693 (2012)

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