315011583 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 31 GE 15 9789027284839 06 10.1075/lllt.31 00 EA E133 10 01 JB code LL&LT 02 JB code 1569-9471 02 31.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Learning-to-Write and Writing-to-Learn in an Additional Language Learning-to-Write and Writing-to-Learn in an Additional Language 1 B01 01 JB code 555102659 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 01 eng 11 276 03 03 xii 03 00 263 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 10 FOR000000 12 CJA 01 06 02 00 Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. This title intends to advance our understanding of written language learning by collecting theoretical meta-reflections and empirical studies that shed light on two crucial dimensions of the theory and research in the field. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.31.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213037.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213037.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.31.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.31.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.31.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.31.hb.png 01 01 JB code lllt.31.01pre 06 10.1075/lllt.31.01pre ix xii 4 Miscellaneous 1 01 04 Preface Preface 1 A01 01 JB code 346150084 Alister Cumming Cumming, Alister Alister Cumming 01 01 JB code lllt.31.02p1 06 10.1075/lllt.31.02p1 Section header 2 01 04 Introduction Introduction 01 01 JB code lllt.31.03man 06 10.1075/lllt.31.03man 3 14 12 Article 3 01 04 Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 1 A01 01 JB code 919150085 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 01 01 JB code lllt.31.04p2 06 10.1075/lllt.31.04p2 Section header 4 01 04 Part I. Learning-to-write and writing-to-learn Part I. Learning-to-write and writing-to-learn 01 04 Mapping the terrain Mapping the terrain 01 01 JB code lllt.31.05hyl 06 10.1075/lllt.31.05hyl 17 35 19 Article 5 01 04 Chapter 2. Learning to write Chapter 2. Learning to write 01 04 Issues in theory, research, and pedagogy Issues in theory, research, and pedagogy 1 A01 01 JB code 626150086 Ken Hyland Hyland, Ken Ken Hyland 01 01 JB code lllt.31.06hir 06 10.1075/lllt.31.06hir 37 59 23 Article 6 01 04 Chapter 3. Writing to learn in content areas Chapter 3. Writing to learn in content areas 01 04 Research insights Research insights 1 A01 01 JB code 96150087 Alan Hirvela Hirvela, Alan Alan Hirvela 01 01 JB code lllt.31.07man 06 10.1075/lllt.31.07man 61 82 22 Article 7 01 04 Chapter 4. Writing to learn the language Chapter 4. Writing to learn the language 01 04 Issues in theory and research Issues in theory and research 1 A01 01 JB code 577150088 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 01 01 JB code lllt.31.08p3 06 10.1075/lllt.31.08p3 Section header 8 01 04 Part II. Learning-to-write and writing-to-learn Part II. Learning-to-write and writing-to-learn 01 04 Research insights Research insights 01 01 JB code lllt.31.09lek 06 10.1075/lllt.31.09lek 85 109 25 Article 9 01 04 Chapter 5. Learning to write in a second language Chapter 5. Learning to write in a second language 01 04 Multilingual graduates and undergraduates expanding genre repertories Multilingual graduates and undergraduates expanding genre repertories 1 A01 01 JB code 43150089 Ilona Leki Leki, Ilona Ilona Leki 01 01 JB code lllt.31.10can 06 10.1075/lllt.31.10can 111 132 22 Article 10 01 04 Chapter 6. Writing to learn and learning to write by shuttling between languages Chapter 6. Writing to learn and learning to write by shuttling between languages 1 A01 01 JB code 706150090 Suresh Canagarajah Canagarajah, Suresh Suresh Canagarajah 01 01 JB code lllt.31.11byr 06 10.1075/lllt.31.11byr 133 157 25 Article 11 01 04 Chapter 7. Beyond writing as language learning or content learning Chapter 7. Beyond writing as language learning or content learning 01 04 Construing foreign language writing as meaning-making Construing foreign language writing as meaning-making 1 A01 01 JB code 126150091 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 01 01 JB code lllt.31.12hyl 06 10.1075/lllt.31.12hyl 159 179 21 Article 12 01 04 Chapter 8. The language learning potential of form-focused feedback on writing Chapter 8. The language learning potential of form-focused feedback on writing 01 04 Students' and teachers' perceptions Students’ and teachers’ perceptions 1 A01 01 JB code 596150092 Fiona Hyland Hyland, Fiona Fiona Hyland 01 01 JB code lllt.31.13man 06 10.1075/lllt.31.13man 181 207 27 Article 13 01 04 Chapter 9. Writing to learn in FL contexts Chapter 9. Writing to learn in FL contexts 01 04 Exploring learners' perceptions of the language learning potential of L2 writing Exploring learners’ perceptions of the language learning potential of L2 writing 1 A01 01 JB code 28150093 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia, Spain 2 A01 01 JB code 263150094 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia, Spain 01 01 JB code lllt.31.14hed 06 10.1075/lllt.31.14hed 209 233 25 Article 14 01 04 Chapter 10. Exploring the learning potential of writing development in heritage language education Chapter 10. Exploring the learning potential of writing development in heritage language education 1 A01 01 JB code 438150095 John Hedgcock Hedgcock, John John Hedgcock Monterey Institute of International Studies, US 2 A01 01 JB code 778150096 Natalie Lefkowitz Lefkowitz, Natalie Natalie Lefkowitz Central Washington University, US 01 01 JB code lllt.31.15p4 06 10.1075/lllt.31.15p4 Section header 15 01 04 Conclusion Conclusion 01 01 JB code lllt.31.16ort 06 10.1075/lllt.31.16ort 237 250 14 Article 16 01 04 Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 1 A01 01 JB code 456150097 Lourdes Ortega Ortega, Lourdes Lourdes Ortega 01 01 JB code lllt.31.17con 06 10.1075/lllt.31.17con 251 254 4 Miscellaneous 17 01 04 Contributors' biodata Contributors’ biodata 01 01 JB code lllt.31.18index 06 10.1075/lllt.31.18index 255 257 3 Miscellaneous 18 01 04 Authors index Authors index 01 01 JB code lllt.31.19index 06 10.1075/lllt.31.19index 259 263 5 Miscellaneous 19 01 04 Thematic index Thematic index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20111005 C 2011 John Benjamins Publishing Company D 2011 John Benjamins Publishing Company 02 WORLD 13 15 9789027213044 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 36.00 EUR 01 00 Unqualified price 00 30.00 GBP 01 00 Unqualified price 00 54.00 USD 423007485 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 31 Eb 15 9789027284839 06 10.1075/lllt.31 00 EA E107 10 01 JB code LL&LT 02 1569-9471 02 31.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-2015-all 01 02 Complete backlist (3,208 titles, 1967–2015) 05 02 Complete backlist (1967–2015) 11 01 JB code jbe-2015-lllt 01 02 Language Learning & Language Teaching (vols. 1–44, 2002–2015) 05 02 LL&LT (vols. 1–44, 2002–2015) 11 01 JB code jbe-2015-linguistics 01 02 Subject collection: Linguistics (2,773 titles, 1967–2015) 05 02 Linguistics (1967–2015) 01 01 Learning-to-Write and Writing-to-Learn in an Additional Language Learning-to-Write and Writing-to-Learn in an Additional Language 1 B01 01 JB code 555102659 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 07 https://benjamins.com/catalog/persons/555102659 01 eng 11 276 03 03 xii 03 00 263 03 01 23 418.0071 03 2011 P118.2 04 Second language acquisition. 04 Language and languages--Study and teaching. 10 FOR000000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. This title intends to advance our understanding of written language learning by collecting theoretical meta-reflections and empirical studies that shed light on two crucial dimensions of the theory and research in the field. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.31.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213037.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213037.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.31.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.31.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.31.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.31.hb.png 01 01 JB code lllt.31.01pre 06 10.1075/lllt.31.01pre ix xii 4 Miscellaneous 1 01 04 Preface Preface 1 A01 01 JB code 346150084 Alister Cumming Cumming, Alister Alister Cumming 07 https://benjamins.com/catalog/persons/346150084 01 eng 01 01 JB code lllt.31.02p1 06 10.1075/lllt.31.02p1 Section header 2 01 04 Introduction Introduction 01 eng 01 01 JB code lllt.31.03man 06 10.1075/lllt.31.03man 3 14 12 Article 3 01 04 Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 1 A01 01 JB code 919150085 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/919150085 01 eng 03 00

This introductory chapter to the book serves to set the scene for both the three strands of research reviewed in Part I (learning to write, writing to learn content, and writing to learn language), and for the empirical studies contained in Part II. It does so by situating the learning-to-write and writing-to-learn perspectives explored in the book in second language (L2) writing and second language acquisition (SLA) scholarship. The aims of the book are accounted for against this background, emphasizing the way in which the collections helps to expand the L2 writing and SLA research agendas. This is complemented with an overview of the structure of the book and of the different chapters in it.

01 01 JB code lllt.31.04p2 06 10.1075/lllt.31.04p2 Section header 4 01 04 Part I. Learning-to-write and writing-to-learn Part I. Learning-to-write and writing-to-learn 01 04 Mapping the terrain Mapping the terrain 01 eng 01 01 JB code lllt.31.05hyl 06 10.1075/lllt.31.05hyl 17 35 19 Article 5 01 04 Chapter 2. Learning to write Chapter 2. Learning to write 01 04 Issues in theory, research, and pedagogy Issues in theory, research, and pedagogy 1 A01 01 JB code 626150086 Ken Hyland Hyland, Ken Ken Hyland 07 https://benjamins.com/catalog/persons/626150086 01 eng 03 00

This chapter explores the main theories for understanding learning to write in adult contexts, briefly discussing their research underpinnings and showing how they translate into pedagogic practice. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show briefly what each approach offers and neglects and what each means for teachers. The categorisation implies no rigid divisions, and, in fact the approaches respond to, critique, and draw on each other in a variety of ways so that classroom practice often involves a combination of them. I believe, however, this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.

01 01 JB code lllt.31.06hir 06 10.1075/lllt.31.06hir 37 59 23 Article 6 01 04 Chapter 3. Writing to learn in content areas Chapter 3. Writing to learn in content areas 01 04 Research insights Research insights 1 A01 01 JB code 96150087 Alan Hirvela Hirvela, Alan Alan Hirvela 07 https://benjamins.com/catalog/persons/96150087 01 eng 03 00

This chapter discusses several studies of second language (L2) writers’ experiences using writing as a means of learning about content areas. Though some research of this kind has demonstrated success with writing to learn, collectively these studies suggest that using writing in this way is often difficult for L2 writers and that a key component in the process of learning to use writing for this purpose is the kind of support provided by both writing instructors and content area teachers. The examination of these studies also points out complexities in the linkage between theories of writing to learn and implementation of them. The analysis of these studies also lends support to a recent call from some L2 writing researchers for an increased emphasis on longitudinal studies of L2 writing, including writing to learn, in light of the complex nature of learning how to write, and how to use writing to mediate or enrich learning, in another language.

01 01 JB code lllt.31.07man 06 10.1075/lllt.31.07man 61 82 22 Article 7 01 04 Chapter 4. Writing to learn the language Chapter 4. Writing to learn the language 01 04 Issues in theory and research Issues in theory and research 1 A01 01 JB code 577150088 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/577150088 01 eng 03 00

This chapter offers an overview of several strands of existing research addressing various aspects of L2 writing and SLA so as to be able to trace signs, both overtly provided by the authors or implicitly emerging from their arguments, of a shared interest in what I call the language learning potential of writing. I review theoretical frameworks informing this body of research, the most prominent themes investigated, and its main research methodology characteristics. Key findings of the studies reviewed are then synthesized and critically discussed from the perspective of the light they shed on the relationship between written output practice and second language development. The chapter concludes with a call for research into the writing-to-learn the language dimension of L2 writing.

01 01 JB code lllt.31.08p3 06 10.1075/lllt.31.08p3 Section header 8 01 04 Part II. Learning-to-write and writing-to-learn Part II. Learning-to-write and writing-to-learn 01 04 Research insights Research insights 01 eng 01 01 JB code lllt.31.09lek 06 10.1075/lllt.31.09lek 85 109 25 Article 9 01 04 Chapter 5. Learning to write in a second language Chapter 5. Learning to write in a second language 01 04 Multilingual graduates and undergraduates expanding genre repertories Multilingual graduates and undergraduates expanding genre repertories 1 A01 01 JB code 43150089 Ilona Leki Leki, Ilona Ilona Leki 07 https://benjamins.com/catalog/persons/43150089 01 eng 03 00

This chapter reports on empirical research intended to gauge the type, extent, and source of genre knowledge of international students newly arrived at an English medium university and to trace these students’ reliance on and evolving assumptions about those genres and about the constraints and affordances of the novel genres they face. Data for the study came from surveys and text-based interviews. Results suggest that English as a Foreign Language (EFL) students have experience with and understanding of a wide range of genres in English and are able to adapt to new genre demands flexibly. Key issues include how and what knowledge is transferred, or not, to these new settings and how learning to write intersects with writing to learn.

01 01 JB code lllt.31.10can 06 10.1075/lllt.31.10can 111 132 22 Article 10 01 04 Chapter 6. Writing to learn and learning to write by shuttling between languages Chapter 6. Writing to learn and learning to write by shuttling between languages 1 A01 01 JB code 706150090 Suresh Canagarajah Canagarajah, Suresh Suresh Canagarajah 07 https://benjamins.com/catalog/persons/706150090 01 eng 03 00

This chapter considers how multilingual students might learn to write in different genres for different audiences and write to learn different ways of exploring and representing knowledge by shuttling between languages. It illustrates this possibility by analyzing how an advanced scholar from Sri Lanka switches discourses in recognition of the context of writing in his published research articles in both the vernacular and English, in local and foreign publishing contexts. The switches have implications for the knowledge represented in these articles. The author moves between different levels of descriptiveness, reflexive awareness, and analytical explicitness by moving between the genres and languages. He also adopts different ideological positions in these articles to critically negotiate the expectations of the respective audience and context, demonstrating his agency and voice.

01 01 JB code lllt.31.11byr 06 10.1075/lllt.31.11byr 133 157 25 Article 11 01 04 Chapter 7. Beyond writing as language learning or content learning Chapter 7. Beyond writing as language learning or content learning 01 04 Construing foreign language writing as meaning-making Construing foreign language writing as meaning-making 1 A01 01 JB code 126150091 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/126150091 01 eng 03 00

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.

01 01 JB code lllt.31.12hyl 06 10.1075/lllt.31.12hyl 159 179 21 Article 12 01 04 Chapter 8. The language learning potential of form-focused feedback on writing Chapter 8. The language learning potential of form-focused feedback on writing 01 04 Students' and teachers' perceptions Students’ and teachers’ perceptions 1 A01 01 JB code 596150092 Fiona Hyland Hyland, Fiona Fiona Hyland 07 https://benjamins.com/catalog/persons/596150092 01 eng 03 00

This chapter uses a case study approach to look at students’ and teacher’s perceptions of the language learning potential of form-focused feedback on writing. It explores the ways in which motivated students used form-focused feedback on their writing by purposefully exploiting the opportunities for consciousness-raising, noticing and further practice that it provided. It is argued that feedback use was not a passive process of teachers giving feedback and students using it to correct their papers. Instead students were actively engaged in defining their own learning needs and deciding how the feedback could best be utilised to achieve their language learning goals. It is suggested that such active student participation and engagement is crucial if the language learning potential of feedback is to be fully exploited in learning-to-write contexts.

01 01 JB code lllt.31.13man 06 10.1075/lllt.31.13man 181 207 27 Article 13 01 04 Chapter 9. Writing to learn in FL contexts Chapter 9. Writing to learn in FL contexts 01 04 Exploring learners' perceptions of the language learning potential of L2 writing Exploring learners’ perceptions of the language learning potential of L2 writing 1 A01 01 JB code 28150093 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia, Spain 07 https://benjamins.com/catalog/persons/28150093 2 A01 01 JB code 263150094 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia, Spain 07 https://benjamins.com/catalog/persons/263150094 01 eng 03 00

The study reported in this chapter set out to investigate 18 EFL learners’ own perceptions of the language learning potential of L2 writing, and the actions they reported taking to make the most of the learning opportunities afforded by their engagement with writing. Data for the study came from self-reflection journals and in-depth semi-structured interviews conducted at two points in time 9 months apart. Our results shed light on the role played by self-initiated and teacher-led noticing processes and associated learning actions, extensive and challenging output practice, and the availability of tailor-made form-­focused instruction in bringing about learning through writing. The participants’ own perceptions of the language learning potential of writing was also found to be both a powerful motivating factor in their literacy experience and one of the goals that guided their writing activity. Several implications of these findings for future research will be discussed.

01 01 JB code lllt.31.14hed 06 10.1075/lllt.31.14hed 209 233 25 Article 14 01 04 Chapter 10. Exploring the learning potential of writing development in heritage language education Chapter 10. Exploring the learning potential of writing development in heritage language education 1 A01 01 JB code 438150095 John Hedgcock Hedgcock, John John Hedgcock Monterey Institute of International Studies, US 07 https://benjamins.com/catalog/persons/438150095 2 A01 01 JB code 778150096 Natalie Lefkowitz Lefkowitz, Natalie Natalie Lefkowitz Central Washington University, US 07 https://benjamins.com/catalog/persons/778150096 01 eng 03 00

This chapter examines writing-to-learn practices in a U.S. university foreign language (FL) setting that serves both Anglophone learners of Spanish as a FL and heritage language (HL) students. The HL participants in this study, adults with biliterate knowledge in Spanish and English, exhibit skills, needs, and expectations that diverge considerably from those of their (monolingual) FL counterparts. Evidence gathered from interviews with instructors, student surveys, and instructional materials points toward an approach in which writing serves merely as a means of enhancing language proficiency (a writing-to-learn approach). Findings suggest that traditional writing-to-learn practices are ill-suited to addressing HL students’ literacy needs, which include developing rhetorical skills and genre knowledge that have currency beyond the FL classroom. Accordingly, the chapter adds to the theme explored in the book with its analysis of the potential misalignments between the learning-to-write and writing-to-learn dimensions of L2 writing that may exist in a given instructional setting.

01 01 JB code lllt.31.15p4 06 10.1075/lllt.31.15p4 Section header 15 01 04 Conclusion Conclusion 01 eng 01 01 JB code lllt.31.16ort 06 10.1075/lllt.31.16ort 237 250 14 Article 16 01 04 Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 1 A01 01 JB code 456150097 Lourdes Ortega Ortega, Lourdes Lourdes Ortega 07 https://benjamins.com/catalog/persons/456150097 01 eng 03 00

This final chapter explores main themes in the book and offers readers some critical points to ponder. I first highlight the intellectual and disciplinary influences which converge into the three dimensions that motivate the book – learning to write (LW) and writing to learn content (WLC) or language (WLL) – and which also cohere with broad professional and contextual locations for each. I then turn to possible interconnections among the three dimensions. In some cases, LW, WLC, and WLL can become dividing lines that feed into compartmentalized professional or scholarly cultures and create misalignments between teacher and student understandings of the value and roles of second language (L2) writing. More often than not, however, the present collection demonstrates that the three views of LW, WLC, and WLL are closely related and can synergistically support instruction as well as enhance research insights. I then reflect on the importance of authenticity, needs, and writerly selves in the conceptualizations of LW, WLC, and WLL offered by authors across chapters. I close my reflections with some questions that are likely to spur future research capable of deepening our understanding of capable of deepening our understanding of the roles that L2 writing instruction plays in uniquely supporting the synergistic learning of writing, content, and language.

01 01 JB code lllt.31.17con 06 10.1075/lllt.31.17con 251 254 4 Miscellaneous 17 01 04 Contributors' biodata Contributors’ biodata 01 eng 01 01 JB code lllt.31.18index 06 10.1075/lllt.31.18index 255 257 3 Miscellaneous 18 01 04 Authors index Authors index 01 eng 01 01 JB code lllt.31.19index 06 10.1075/lllt.31.19index 259 263 5 Miscellaneous 19 01 04 Thematic index Thematic index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.31 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20111005 C 2011 John Benjamins Publishing Company D 2011 John Benjamins Publishing Company 02 WORLD 13 15 9789027213037 WORLD 09 01 JB 3 John Benjamins e-Platform 03 https://jbe-platform.com 29 https://jbe-platform.com/content/books/9789027284839 21 01 06 Corporate / Library / Education price 02 99.00 EUR 01 05 Consumer price 02 36.00 EUR 01 06 Corporate / Library / Education price 02 83.00 GBP GB 01 05 Consumer price 02 30.00 GBP GB 01 06 Corporate / Library / Education price 02 149.00 USD 01 05 Consumer price 02 54.00 USD
585007483 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 31 Hb 15 9789027213037 06 10.1075/lllt.31 13 2011022622 00 BB 01 245 mm 02 164 mm 08 660 gr 10 01 JB code LL&LT 02 1569-9471 02 31.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Learning-to-Write and Writing-to-Learn in an Additional Language Learning-to-Write and Writing-to-Learn in an Additional Language 1 B01 01 JB code 555102659 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 07 https://benjamins.com/catalog/persons/555102659 01 eng 11 276 03 03 xii 03 00 263 03 01 23 418.0071 03 2011 P118.2 04 Second language acquisition. 04 Language and languages--Study and teaching. 10 FOR000000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. This title intends to advance our understanding of written language learning by collecting theoretical meta-reflections and empirical studies that shed light on two crucial dimensions of the theory and research in the field. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.31.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213037.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213037.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.31.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.31.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.31.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.31.hb.png 01 01 JB code lllt.31.01pre 06 10.1075/lllt.31.01pre ix xii 4 Miscellaneous 1 01 04 Preface Preface 1 A01 01 JB code 346150084 Alister Cumming Cumming, Alister Alister Cumming 07 https://benjamins.com/catalog/persons/346150084 01 eng 01 01 JB code lllt.31.02p1 06 10.1075/lllt.31.02p1 Section header 2 01 04 Introduction Introduction 01 eng 01 01 JB code lllt.31.03man 06 10.1075/lllt.31.03man 3 14 12 Article 3 01 04 Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 1 A01 01 JB code 919150085 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/919150085 01 eng 03 00

This introductory chapter to the book serves to set the scene for both the three strands of research reviewed in Part I (learning to write, writing to learn content, and writing to learn language), and for the empirical studies contained in Part II. It does so by situating the learning-to-write and writing-to-learn perspectives explored in the book in second language (L2) writing and second language acquisition (SLA) scholarship. The aims of the book are accounted for against this background, emphasizing the way in which the collections helps to expand the L2 writing and SLA research agendas. This is complemented with an overview of the structure of the book and of the different chapters in it.

01 01 JB code lllt.31.04p2 06 10.1075/lllt.31.04p2 Section header 4 01 04 Part I. Learning-to-write and writing-to-learn Part I. Learning-to-write and writing-to-learn 01 04 Mapping the terrain Mapping the terrain 01 eng 01 01 JB code lllt.31.05hyl 06 10.1075/lllt.31.05hyl 17 35 19 Article 5 01 04 Chapter 2. Learning to write Chapter 2. Learning to write 01 04 Issues in theory, research, and pedagogy Issues in theory, research, and pedagogy 1 A01 01 JB code 626150086 Ken Hyland Hyland, Ken Ken Hyland 07 https://benjamins.com/catalog/persons/626150086 01 eng 03 00

This chapter explores the main theories for understanding learning to write in adult contexts, briefly discussing their research underpinnings and showing how they translate into pedagogic practice. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show briefly what each approach offers and neglects and what each means for teachers. The categorisation implies no rigid divisions, and, in fact the approaches respond to, critique, and draw on each other in a variety of ways so that classroom practice often involves a combination of them. I believe, however, this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.

01 01 JB code lllt.31.06hir 06 10.1075/lllt.31.06hir 37 59 23 Article 6 01 04 Chapter 3. Writing to learn in content areas Chapter 3. Writing to learn in content areas 01 04 Research insights Research insights 1 A01 01 JB code 96150087 Alan Hirvela Hirvela, Alan Alan Hirvela 07 https://benjamins.com/catalog/persons/96150087 01 eng 03 00

This chapter discusses several studies of second language (L2) writers’ experiences using writing as a means of learning about content areas. Though some research of this kind has demonstrated success with writing to learn, collectively these studies suggest that using writing in this way is often difficult for L2 writers and that a key component in the process of learning to use writing for this purpose is the kind of support provided by both writing instructors and content area teachers. The examination of these studies also points out complexities in the linkage between theories of writing to learn and implementation of them. The analysis of these studies also lends support to a recent call from some L2 writing researchers for an increased emphasis on longitudinal studies of L2 writing, including writing to learn, in light of the complex nature of learning how to write, and how to use writing to mediate or enrich learning, in another language.

01 01 JB code lllt.31.07man 06 10.1075/lllt.31.07man 61 82 22 Article 7 01 04 Chapter 4. Writing to learn the language Chapter 4. Writing to learn the language 01 04 Issues in theory and research Issues in theory and research 1 A01 01 JB code 577150088 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/577150088 01 eng 03 00

This chapter offers an overview of several strands of existing research addressing various aspects of L2 writing and SLA so as to be able to trace signs, both overtly provided by the authors or implicitly emerging from their arguments, of a shared interest in what I call the language learning potential of writing. I review theoretical frameworks informing this body of research, the most prominent themes investigated, and its main research methodology characteristics. Key findings of the studies reviewed are then synthesized and critically discussed from the perspective of the light they shed on the relationship between written output practice and second language development. The chapter concludes with a call for research into the writing-to-learn the language dimension of L2 writing.

01 01 JB code lllt.31.08p3 06 10.1075/lllt.31.08p3 Section header 8 01 04 Part II. Learning-to-write and writing-to-learn Part II. Learning-to-write and writing-to-learn 01 04 Research insights Research insights 01 eng 01 01 JB code lllt.31.09lek 06 10.1075/lllt.31.09lek 85 109 25 Article 9 01 04 Chapter 5. Learning to write in a second language Chapter 5. Learning to write in a second language 01 04 Multilingual graduates and undergraduates expanding genre repertories Multilingual graduates and undergraduates expanding genre repertories 1 A01 01 JB code 43150089 Ilona Leki Leki, Ilona Ilona Leki 07 https://benjamins.com/catalog/persons/43150089 01 eng 03 00

This chapter reports on empirical research intended to gauge the type, extent, and source of genre knowledge of international students newly arrived at an English medium university and to trace these students’ reliance on and evolving assumptions about those genres and about the constraints and affordances of the novel genres they face. Data for the study came from surveys and text-based interviews. Results suggest that English as a Foreign Language (EFL) students have experience with and understanding of a wide range of genres in English and are able to adapt to new genre demands flexibly. Key issues include how and what knowledge is transferred, or not, to these new settings and how learning to write intersects with writing to learn.

01 01 JB code lllt.31.10can 06 10.1075/lllt.31.10can 111 132 22 Article 10 01 04 Chapter 6. Writing to learn and learning to write by shuttling between languages Chapter 6. Writing to learn and learning to write by shuttling between languages 1 A01 01 JB code 706150090 Suresh Canagarajah Canagarajah, Suresh Suresh Canagarajah 07 https://benjamins.com/catalog/persons/706150090 01 eng 03 00

This chapter considers how multilingual students might learn to write in different genres for different audiences and write to learn different ways of exploring and representing knowledge by shuttling between languages. It illustrates this possibility by analyzing how an advanced scholar from Sri Lanka switches discourses in recognition of the context of writing in his published research articles in both the vernacular and English, in local and foreign publishing contexts. The switches have implications for the knowledge represented in these articles. The author moves between different levels of descriptiveness, reflexive awareness, and analytical explicitness by moving between the genres and languages. He also adopts different ideological positions in these articles to critically negotiate the expectations of the respective audience and context, demonstrating his agency and voice.

01 01 JB code lllt.31.11byr 06 10.1075/lllt.31.11byr 133 157 25 Article 11 01 04 Chapter 7. Beyond writing as language learning or content learning Chapter 7. Beyond writing as language learning or content learning 01 04 Construing foreign language writing as meaning-making Construing foreign language writing as meaning-making 1 A01 01 JB code 126150091 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/126150091 01 eng 03 00

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.

01 01 JB code lllt.31.12hyl 06 10.1075/lllt.31.12hyl 159 179 21 Article 12 01 04 Chapter 8. The language learning potential of form-focused feedback on writing Chapter 8. The language learning potential of form-focused feedback on writing 01 04 Students' and teachers' perceptions Students’ and teachers’ perceptions 1 A01 01 JB code 596150092 Fiona Hyland Hyland, Fiona Fiona Hyland 07 https://benjamins.com/catalog/persons/596150092 01 eng 03 00

This chapter uses a case study approach to look at students’ and teacher’s perceptions of the language learning potential of form-focused feedback on writing. It explores the ways in which motivated students used form-focused feedback on their writing by purposefully exploiting the opportunities for consciousness-raising, noticing and further practice that it provided. It is argued that feedback use was not a passive process of teachers giving feedback and students using it to correct their papers. Instead students were actively engaged in defining their own learning needs and deciding how the feedback could best be utilised to achieve their language learning goals. It is suggested that such active student participation and engagement is crucial if the language learning potential of feedback is to be fully exploited in learning-to-write contexts.

01 01 JB code lllt.31.13man 06 10.1075/lllt.31.13man 181 207 27 Article 13 01 04 Chapter 9. Writing to learn in FL contexts Chapter 9. Writing to learn in FL contexts 01 04 Exploring learners' perceptions of the language learning potential of L2 writing Exploring learners’ perceptions of the language learning potential of L2 writing 1 A01 01 JB code 28150093 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia, Spain 07 https://benjamins.com/catalog/persons/28150093 2 A01 01 JB code 263150094 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia, Spain 07 https://benjamins.com/catalog/persons/263150094 01 eng 03 00

The study reported in this chapter set out to investigate 18 EFL learners’ own perceptions of the language learning potential of L2 writing, and the actions they reported taking to make the most of the learning opportunities afforded by their engagement with writing. Data for the study came from self-reflection journals and in-depth semi-structured interviews conducted at two points in time 9 months apart. Our results shed light on the role played by self-initiated and teacher-led noticing processes and associated learning actions, extensive and challenging output practice, and the availability of tailor-made form-­focused instruction in bringing about learning through writing. The participants’ own perceptions of the language learning potential of writing was also found to be both a powerful motivating factor in their literacy experience and one of the goals that guided their writing activity. Several implications of these findings for future research will be discussed.

01 01 JB code lllt.31.14hed 06 10.1075/lllt.31.14hed 209 233 25 Article 14 01 04 Chapter 10. Exploring the learning potential of writing development in heritage language education Chapter 10. Exploring the learning potential of writing development in heritage language education 1 A01 01 JB code 438150095 John Hedgcock Hedgcock, John John Hedgcock Monterey Institute of International Studies, US 07 https://benjamins.com/catalog/persons/438150095 2 A01 01 JB code 778150096 Natalie Lefkowitz Lefkowitz, Natalie Natalie Lefkowitz Central Washington University, US 07 https://benjamins.com/catalog/persons/778150096 01 eng 03 00

This chapter examines writing-to-learn practices in a U.S. university foreign language (FL) setting that serves both Anglophone learners of Spanish as a FL and heritage language (HL) students. The HL participants in this study, adults with biliterate knowledge in Spanish and English, exhibit skills, needs, and expectations that diverge considerably from those of their (monolingual) FL counterparts. Evidence gathered from interviews with instructors, student surveys, and instructional materials points toward an approach in which writing serves merely as a means of enhancing language proficiency (a writing-to-learn approach). Findings suggest that traditional writing-to-learn practices are ill-suited to addressing HL students’ literacy needs, which include developing rhetorical skills and genre knowledge that have currency beyond the FL classroom. Accordingly, the chapter adds to the theme explored in the book with its analysis of the potential misalignments between the learning-to-write and writing-to-learn dimensions of L2 writing that may exist in a given instructional setting.

01 01 JB code lllt.31.15p4 06 10.1075/lllt.31.15p4 Section header 15 01 04 Conclusion Conclusion 01 eng 01 01 JB code lllt.31.16ort 06 10.1075/lllt.31.16ort 237 250 14 Article 16 01 04 Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 1 A01 01 JB code 456150097 Lourdes Ortega Ortega, Lourdes Lourdes Ortega 07 https://benjamins.com/catalog/persons/456150097 01 eng 03 00

This final chapter explores main themes in the book and offers readers some critical points to ponder. I first highlight the intellectual and disciplinary influences which converge into the three dimensions that motivate the book – learning to write (LW) and writing to learn content (WLC) or language (WLL) – and which also cohere with broad professional and contextual locations for each. I then turn to possible interconnections among the three dimensions. In some cases, LW, WLC, and WLL can become dividing lines that feed into compartmentalized professional or scholarly cultures and create misalignments between teacher and student understandings of the value and roles of second language (L2) writing. More often than not, however, the present collection demonstrates that the three views of LW, WLC, and WLL are closely related and can synergistically support instruction as well as enhance research insights. I then reflect on the importance of authenticity, needs, and writerly selves in the conceptualizations of LW, WLC, and WLL offered by authors across chapters. I close my reflections with some questions that are likely to spur future research capable of deepening our understanding of capable of deepening our understanding of the roles that L2 writing instruction plays in uniquely supporting the synergistic learning of writing, content, and language.

01 01 JB code lllt.31.17con 06 10.1075/lllt.31.17con 251 254 4 Miscellaneous 17 01 04 Contributors' biodata Contributors’ biodata 01 eng 01 01 JB code lllt.31.18index 06 10.1075/lllt.31.18index 255 257 3 Miscellaneous 18 01 04 Authors index Authors index 01 eng 01 01 JB code lllt.31.19index 06 10.1075/lllt.31.19index 259 263 5 Miscellaneous 19 01 04 Thematic index Thematic index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.31 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20111005 C 2011 John Benjamins Publishing Company D 2011 John Benjamins Publishing Company 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 33 18 01 00 Unqualified price 02 JB 1 02 99.00 EUR 02 00 Unqualified price 02 83.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 33 18 01 00 Unqualified price 02 JB 1 02 149.00 USD
684007484 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 31 Pb 15 9789027213044 06 10.1075/lllt.31 13 2011022622 00 BC 01 240 mm 02 160 mm 08 500 gr 10 01 JB code LL&LT 02 1569-9471 02 31.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Learning-to-Write and Writing-to-Learn in an Additional Language Learning-to-Write and Writing-to-Learn in an Additional Language 1 B01 01 JB code 555102659 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia 07 https://benjamins.com/catalog/persons/555102659 01 eng 11 276 03 03 xii 03 00 263 03 01 23 418.0071 03 2011 P118.2 04 Second language acquisition. 04 Language and languages--Study and teaching. 10 FOR000000 12 CJA 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.LA Language acquisition 24 JB code LIN.EDUC Language teaching 01 06 02 00 Bridges the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. This title intends to advance our understanding of written language learning by collecting theoretical meta-reflections and empirical studies that shed light on two crucial dimensions of the theory and research in the field. 03 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. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.31.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213037.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213037.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.31.pb.png 01 01 D503 https://benjamins.com/covers/125/lllt.31.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.31.pb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.31.pb.png 01 01 JB code lllt.31.01pre 06 10.1075/lllt.31.01pre ix xii 4 Miscellaneous 1 01 04 Preface Preface 1 A01 01 JB code 346150084 Alister Cumming Cumming, Alister Alister Cumming 07 https://benjamins.com/catalog/persons/346150084 01 eng 01 01 JB code lllt.31.02p1 06 10.1075/lllt.31.02p1 Section header 2 01 04 Introduction Introduction 01 eng 01 01 JB code lllt.31.03man 06 10.1075/lllt.31.03man 3 14 12 Article 3 01 04 Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 1 A01 01 JB code 919150085 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/919150085 01 eng 03 00

This introductory chapter to the book serves to set the scene for both the three strands of research reviewed in Part I (learning to write, writing to learn content, and writing to learn language), and for the empirical studies contained in Part II. It does so by situating the learning-to-write and writing-to-learn perspectives explored in the book in second language (L2) writing and second language acquisition (SLA) scholarship. The aims of the book are accounted for against this background, emphasizing the way in which the collections helps to expand the L2 writing and SLA research agendas. This is complemented with an overview of the structure of the book and of the different chapters in it.

01 01 JB code lllt.31.04p2 06 10.1075/lllt.31.04p2 Section header 4 01 04 Part I. Learning-to-write and writing-to-learn Part I. Learning-to-write and writing-to-learn 01 04 Mapping the terrain Mapping the terrain 01 eng 01 01 JB code lllt.31.05hyl 06 10.1075/lllt.31.05hyl 17 35 19 Article 5 01 04 Chapter 2. Learning to write Chapter 2. Learning to write 01 04 Issues in theory, research, and pedagogy Issues in theory, research, and pedagogy 1 A01 01 JB code 626150086 Ken Hyland Hyland, Ken Ken Hyland 07 https://benjamins.com/catalog/persons/626150086 01 eng 03 00

This chapter explores the main theories for understanding learning to write in adult contexts, briefly discussing their research underpinnings and showing how they translate into pedagogic practice. Making a broad distinction between theories concerned with texts, with writers and with readers, I will show briefly what each approach offers and neglects and what each means for teachers. The categorisation implies no rigid divisions, and, in fact the approaches respond to, critique, and draw on each other in a variety of ways so that classroom practice often involves a combination of them. I believe, however, this offers a useful way of comparing and evaluating the research each approach has produced and the pedagogic practices they have generated.

01 01 JB code lllt.31.06hir 06 10.1075/lllt.31.06hir 37 59 23 Article 6 01 04 Chapter 3. Writing to learn in content areas Chapter 3. Writing to learn in content areas 01 04 Research insights Research insights 1 A01 01 JB code 96150087 Alan Hirvela Hirvela, Alan Alan Hirvela 07 https://benjamins.com/catalog/persons/96150087 01 eng 03 00

This chapter discusses several studies of second language (L2) writers’ experiences using writing as a means of learning about content areas. Though some research of this kind has demonstrated success with writing to learn, collectively these studies suggest that using writing in this way is often difficult for L2 writers and that a key component in the process of learning to use writing for this purpose is the kind of support provided by both writing instructors and content area teachers. The examination of these studies also points out complexities in the linkage between theories of writing to learn and implementation of them. The analysis of these studies also lends support to a recent call from some L2 writing researchers for an increased emphasis on longitudinal studies of L2 writing, including writing to learn, in light of the complex nature of learning how to write, and how to use writing to mediate or enrich learning, in another language.

01 01 JB code lllt.31.07man 06 10.1075/lllt.31.07man 61 82 22 Article 7 01 04 Chapter 4. Writing to learn the language Chapter 4. Writing to learn the language 01 04 Issues in theory and research Issues in theory and research 1 A01 01 JB code 577150088 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón 07 https://benjamins.com/catalog/persons/577150088 01 eng 03 00

This chapter offers an overview of several strands of existing research addressing various aspects of L2 writing and SLA so as to be able to trace signs, both overtly provided by the authors or implicitly emerging from their arguments, of a shared interest in what I call the language learning potential of writing. I review theoretical frameworks informing this body of research, the most prominent themes investigated, and its main research methodology characteristics. Key findings of the studies reviewed are then synthesized and critically discussed from the perspective of the light they shed on the relationship between written output practice and second language development. The chapter concludes with a call for research into the writing-to-learn the language dimension of L2 writing.

01 01 JB code lllt.31.08p3 06 10.1075/lllt.31.08p3 Section header 8 01 04 Part II. Learning-to-write and writing-to-learn Part II. Learning-to-write and writing-to-learn 01 04 Research insights Research insights 01 eng 01 01 JB code lllt.31.09lek 06 10.1075/lllt.31.09lek 85 109 25 Article 9 01 04 Chapter 5. Learning to write in a second language Chapter 5. Learning to write in a second language 01 04 Multilingual graduates and undergraduates expanding genre repertories Multilingual graduates and undergraduates expanding genre repertories 1 A01 01 JB code 43150089 Ilona Leki Leki, Ilona Ilona Leki 07 https://benjamins.com/catalog/persons/43150089 01 eng 03 00

This chapter reports on empirical research intended to gauge the type, extent, and source of genre knowledge of international students newly arrived at an English medium university and to trace these students’ reliance on and evolving assumptions about those genres and about the constraints and affordances of the novel genres they face. Data for the study came from surveys and text-based interviews. Results suggest that English as a Foreign Language (EFL) students have experience with and understanding of a wide range of genres in English and are able to adapt to new genre demands flexibly. Key issues include how and what knowledge is transferred, or not, to these new settings and how learning to write intersects with writing to learn.

01 01 JB code lllt.31.10can 06 10.1075/lllt.31.10can 111 132 22 Article 10 01 04 Chapter 6. Writing to learn and learning to write by shuttling between languages Chapter 6. Writing to learn and learning to write by shuttling between languages 1 A01 01 JB code 706150090 Suresh Canagarajah Canagarajah, Suresh Suresh Canagarajah 07 https://benjamins.com/catalog/persons/706150090 01 eng 03 00

This chapter considers how multilingual students might learn to write in different genres for different audiences and write to learn different ways of exploring and representing knowledge by shuttling between languages. It illustrates this possibility by analyzing how an advanced scholar from Sri Lanka switches discourses in recognition of the context of writing in his published research articles in both the vernacular and English, in local and foreign publishing contexts. The switches have implications for the knowledge represented in these articles. The author moves between different levels of descriptiveness, reflexive awareness, and analytical explicitness by moving between the genres and languages. He also adopts different ideological positions in these articles to critically negotiate the expectations of the respective audience and context, demonstrating his agency and voice.

01 01 JB code lllt.31.11byr 06 10.1075/lllt.31.11byr 133 157 25 Article 11 01 04 Chapter 7. Beyond writing as language learning or content learning Chapter 7. Beyond writing as language learning or content learning 01 04 Construing foreign language writing as meaning-making Construing foreign language writing as meaning-making 1 A01 01 JB code 126150091 Heidi Byrnes Byrnes, Heidi Heidi Byrnes 07 https://benjamins.com/catalog/persons/126150091 01 eng 03 00

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.

01 01 JB code lllt.31.12hyl 06 10.1075/lllt.31.12hyl 159 179 21 Article 12 01 04 Chapter 8. The language learning potential of form-focused feedback on writing Chapter 8. The language learning potential of form-focused feedback on writing 01 04 Students' and teachers' perceptions Students’ and teachers’ perceptions 1 A01 01 JB code 596150092 Fiona Hyland Hyland, Fiona Fiona Hyland 07 https://benjamins.com/catalog/persons/596150092 01 eng 03 00

This chapter uses a case study approach to look at students’ and teacher’s perceptions of the language learning potential of form-focused feedback on writing. It explores the ways in which motivated students used form-focused feedback on their writing by purposefully exploiting the opportunities for consciousness-raising, noticing and further practice that it provided. It is argued that feedback use was not a passive process of teachers giving feedback and students using it to correct their papers. Instead students were actively engaged in defining their own learning needs and deciding how the feedback could best be utilised to achieve their language learning goals. It is suggested that such active student participation and engagement is crucial if the language learning potential of feedback is to be fully exploited in learning-to-write contexts.

01 01 JB code lllt.31.13man 06 10.1075/lllt.31.13man 181 207 27 Article 13 01 04 Chapter 9. Writing to learn in FL contexts Chapter 9. Writing to learn in FL contexts 01 04 Exploring learners' perceptions of the language learning potential of L2 writing Exploring learners’ perceptions of the language learning potential of L2 writing 1 A01 01 JB code 28150093 Rosa M. Manchón Manchón, Rosa M. Rosa M. Manchón University of Murcia, Spain 07 https://benjamins.com/catalog/persons/28150093 2 A01 01 JB code 263150094 Julio Roca de Larios Roca de Larios, Julio Julio Roca de Larios University of Murcia, Spain 07 https://benjamins.com/catalog/persons/263150094 01 eng 03 00

The study reported in this chapter set out to investigate 18 EFL learners’ own perceptions of the language learning potential of L2 writing, and the actions they reported taking to make the most of the learning opportunities afforded by their engagement with writing. Data for the study came from self-reflection journals and in-depth semi-structured interviews conducted at two points in time 9 months apart. Our results shed light on the role played by self-initiated and teacher-led noticing processes and associated learning actions, extensive and challenging output practice, and the availability of tailor-made form-­focused instruction in bringing about learning through writing. The participants’ own perceptions of the language learning potential of writing was also found to be both a powerful motivating factor in their literacy experience and one of the goals that guided their writing activity. Several implications of these findings for future research will be discussed.

01 01 JB code lllt.31.14hed 06 10.1075/lllt.31.14hed 209 233 25 Article 14 01 04 Chapter 10. Exploring the learning potential of writing development in heritage language education Chapter 10. Exploring the learning potential of writing development in heritage language education 1 A01 01 JB code 438150095 John Hedgcock Hedgcock, John John Hedgcock Monterey Institute of International Studies, US 07 https://benjamins.com/catalog/persons/438150095 2 A01 01 JB code 778150096 Natalie Lefkowitz Lefkowitz, Natalie Natalie Lefkowitz Central Washington University, US 07 https://benjamins.com/catalog/persons/778150096 01 eng 03 00

This chapter examines writing-to-learn practices in a U.S. university foreign language (FL) setting that serves both Anglophone learners of Spanish as a FL and heritage language (HL) students. The HL participants in this study, adults with biliterate knowledge in Spanish and English, exhibit skills, needs, and expectations that diverge considerably from those of their (monolingual) FL counterparts. Evidence gathered from interviews with instructors, student surveys, and instructional materials points toward an approach in which writing serves merely as a means of enhancing language proficiency (a writing-to-learn approach). Findings suggest that traditional writing-to-learn practices are ill-suited to addressing HL students’ literacy needs, which include developing rhetorical skills and genre knowledge that have currency beyond the FL classroom. Accordingly, the chapter adds to the theme explored in the book with its analysis of the potential misalignments between the learning-to-write and writing-to-learn dimensions of L2 writing that may exist in a given instructional setting.

01 01 JB code lllt.31.15p4 06 10.1075/lllt.31.15p4 Section header 15 01 04 Conclusion Conclusion 01 eng 01 01 JB code lllt.31.16ort 06 10.1075/lllt.31.16ort 237 250 14 Article 16 01 04 Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 1 A01 01 JB code 456150097 Lourdes Ortega Ortega, Lourdes Lourdes Ortega 07 https://benjamins.com/catalog/persons/456150097 01 eng 03 00

This final chapter explores main themes in the book and offers readers some critical points to ponder. I first highlight the intellectual and disciplinary influences which converge into the three dimensions that motivate the book – learning to write (LW) and writing to learn content (WLC) or language (WLL) – and which also cohere with broad professional and contextual locations for each. I then turn to possible interconnections among the three dimensions. In some cases, LW, WLC, and WLL can become dividing lines that feed into compartmentalized professional or scholarly cultures and create misalignments between teacher and student understandings of the value and roles of second language (L2) writing. More often than not, however, the present collection demonstrates that the three views of LW, WLC, and WLL are closely related and can synergistically support instruction as well as enhance research insights. I then reflect on the importance of authenticity, needs, and writerly selves in the conceptualizations of LW, WLC, and WLL offered by authors across chapters. I close my reflections with some questions that are likely to spur future research capable of deepening our understanding of capable of deepening our understanding of the roles that L2 writing instruction plays in uniquely supporting the synergistic learning of writing, content, and language.

01 01 JB code lllt.31.17con 06 10.1075/lllt.31.17con 251 254 4 Miscellaneous 17 01 04 Contributors' biodata Contributors’ biodata 01 eng 01 01 JB code lllt.31.18index 06 10.1075/lllt.31.18index 255 257 3 Miscellaneous 18 01 04 Authors index Authors index 01 eng 01 01 JB code lllt.31.19index 06 10.1075/lllt.31.19index 259 263 5 Miscellaneous 19 01 04 Thematic index Thematic index 01 eng
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