Article published in:
Learning-to-Write and Writing-to-Learn in an Additional LanguageEdited by Rosa M. Manchón
[Language Learning & Language Teaching 31] 2011
► pp. 133–157
Chapter 7. Beyond writing as language learning or content learning
Construing foreign language writing as meaning-making
The chapter argues that one way to advance the L2 writing agenda is to conceptualize learning-to-write and writing-to-learn as inseparable. The paper draws on Systemic Functional Linguistics (SFL) as developed by Halliday for its conceptual and analytical apparatus. In particular, it highlights the construct of grammatical metaphor (GM) to elucidate how L2 writers can develop advanced L2 textual abilities. To illustrate evolving ways of knowing through languaging, the paper presents a single-case study of a curriculum-embedded task of summary writing at the early advanced stage of learning L2 German. Through diverse forms of GM use the writer is able to capture the multivoicedness
of the source text and recreate it in the multivoicedness of her own authoritative summary.
Published online: 05 October 2011
https://doi.org/10.1075/lllt.31.11byr
https://doi.org/10.1075/lllt.31.11byr
Cited by
Cited by other publications
Byrnes, Heidi
Byrnes, Heidi
Byrnes, Heidi & Rosa M. Manchón
Byrnes, Heidi & Rosa M. Manchón
DAI, FAN
Godfrey, LeeAnne, Corbin Treacy & Elaine Tarone
Reichelt, Melinda, Natalie Lefkowitz, Carol Rinnert & Jean Marie Schultz
Whittaker, Rachel & Anne McCabe
Yasuda, Sachiko
This list is based on CrossRef data as of 22 december 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.