Cover not available
Part of
Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 73–94

Chapter 4
Toward an agenda for researching L2 writing and language learning

The educational context of development

 | Georgetown University
Taking an educational linguistics perspective, the chapter highlights four areas that have the potential of illuminating possible effects of L2 writing for L2 learning. They address pressing issues by (a) theorizing writing as textual meaning-making; (b) emphasizing the pivotal role of the educational context, in its conceptualization and its practice; (c) affirming the long-term nature of developing literate forms of language use under a longitudinal optic; and d) privileging an extended, well-conceptualized curricular framework. The chapter suggests that these dimensions can yield important insights regarding the long-term development of both L2 composing and L2 abilities, especially when they are informed by a textually oriented theory of language, such as Systemic Functional Linguistics, and contemporary thinking in Complex Dynamic Systems Theory.
Article outline
  • Introduction
  • Theorizing writing as textual meaning-making
    • Linking processing and meaning-oriented approaches to compositional writing
    • In search of the uniqueness of writing as embodied thinking with language: Emig and Vygotsky
    • Toward a textual meaning-oriented inquiry for L2 composing
    • Toward researching the L2 writer as textual meaning-maker
  • Foregrounding the pivotal role of the educational context
    • Exploring educational dimensions of writing development
  • Affirming the long-term nature of developing written literacy
  • Privileging an extended curricular framework for researching the writing-language learning interface
  • Concluding reflections
  • References
Published online: 20 November 2020
DOI logo
https://doi.org/10.1075/lllt.56.04byr
References (56)
References
Berman, R. A., & Verhoeven, L. (2002). Cross-linguistic perspectives on the development of text-production abilities: Speech and writing. Written Language and Literacy, 5, 1–43. DOI logoGoogle Scholar
Biesta, G. (2010). Five theses on complexity reduction and its politics. In D. Osberg & G. Biesta (Eds.), Complexity theory and the politics of education (pp. 5–13). Rotterdam: Sense Publishers. DOI logoGoogle Scholar
Byrne, D., & Callaghan, G. (2014). Complexity theory and the social sciences. The state of the art. New York, NY: Routledge.Google Scholar
Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate FL curriculum. Language Testing, 19, 419–437. DOI logoGoogle Scholar
(2009). Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor. Linguistics and Education, 20, 50–66. DOI logoGoogle Scholar
(2012). Conceptualizing FL writing development in collegiate settings: A genre-based systemic functional linguistic approach. In R. M. Manchón (Ed.), L2 writing development: Multiple perspectives (pp. 190–218). Berlin: De Gruyter Mouton. DOI logoGoogle Scholar
(2014). Linking task and writing for language development: Evidence from a genre-based curricular approach. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning – Insights from and for L2 writing (pp. 237–263). Amsterdam: John Benjamins.Google Scholar
(2015). Linking ‘task’ and curricular thinking: An affirmation of the TBLT educational agenda. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 193–224). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2017). Meeting the challenge of instructed language development. Reflections on systemic-functional contributions. In S. Neumann, R. Wegener, J. Fest, P. Niemietz, & N. Hützen (Eds.), Challenging boundaries in linguistics: Systemic functional perspectives (pp. 457–491). Frankfurt: Peter Lang.Google Scholar
(2019). Affirming the context of instructed SLA: The potential of curricular thinking. Language Teaching Research, 23, 176–183. DOI logoGoogle Scholar
(2020a). Developing an SFL-inspired 4-year collegiate foreign language program: Contexts, constructs, curriculum. In J. R. Martin, J. S. Knox, & D. Caldwell (Eds.), Developing theory: A handbook in appliable linguistics and semiotics. London: Bloomsbury.Google Scholar
(2020b). Envisioning writing development in CDST under a curricular optic: A proposal. In G. G. Fogal & M. Verspoor (Eds.), Complex Dynamic Systems Theory and L2 writing development (pp. 243–272). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Byrnes, H., & Manchón, R. M. (2014a). Task, task performance, and writing development: Advancing the constructs and the research agenda. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning – Insights from and for L2 writing (pp. 267–299). Amsterdam: John Benjamins.Google Scholar
(2014b). Task-based language learning – Insights from and for L2 writing: An introduction. In H. Byrnes & R. M. Manchón (Eds.), Task-based L2 language learning – Insights from and for L2 writing (pp. 1–23). Amsterdam: John Benjamins.Google Scholar
Byrnes, H., Maxim, H. H., & Norris, J. M. (2010). Realizing advanced foreign language writing development in collegiate education: Curricular design, pedagogy, assessment. Modern Language Journal, 94(Supplement s-1), iv–vi, 1–235.Google Scholar
Christie, F. (2012). Language education throughout the school years: A functional perspective. Language Learning, 62(Supplement 1).Google Scholar
Cilliers, P. (2001). Boundaries, hierarchies, and networks in complex systems. International Journal of Innovation Management, 5, 135–147. DOI logoGoogle Scholar
Coffin, C. (2006). Historical discourse: The language of time, cause and evaluation. London: Continuum.Google Scholar
Craik, F. I. M. (2002). Levels of processing: past, present, and ... future? Memory, 10, 305–318. DOI logoGoogle Scholar
Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing. Written Communication, 7, 482–511. DOI logoGoogle Scholar
(2016). Theoretical orientations in L2 writing. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 65–88). Berlin: De Gruyter Mouton. DOI logoGoogle Scholar
Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modeling’ in the language classroom. Language Teaching, 47, 80–91. DOI logoGoogle Scholar
Emig, J. (1977). Writing as a mode of learning. College Composition and Communication, 28(2), 122–128. DOI logoGoogle Scholar
Halliday, M. A. K. (1973). Explorations in the functions of language. London: Edward Arnold.Google Scholar
(1978). Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold.Google Scholar
(1993). Towards a language-based theory of learning. Linguistics and Education, 5, 93–116. DOI logoGoogle Scholar
(1999). The notion of “context” in language education. In M. Ghadessy (Ed.), Text and context in functional linguistics (pp. 1–24). Amsterdam: John Benjamins. DOI logoGoogle Scholar
(2002). Spoken and written modes of meaning. In J. J. Webster (Ed.), On grammar (Vol. 1, pp. 323–351). London: Continuum.Google Scholar
(2004). Things and relations: Regrammaticising experience as technical knowledge (1998). In J. J. Webster (Ed.), The language of science (Vol. 5, pp. 49–101). London: Continuum.Google Scholar
(2008). Complementarities in language. Beijing: The Commercial Press.Google Scholar
Halliday, M. A. K., & Matthiessen, C. M. I. M. (1999). Construing experience through meaning: A language-based approach to cognition. London: Continuum.Google Scholar
Halliday, M. A. K., revised by Matthiessen, C. M. I. M. (2014). Halliday’s introduction to functional grammar. New York, NY: Routledge. DOI logoGoogle Scholar
Hulstijn, J. H. (2011). Language proficiency in native and nonnative speakers. An agenda for research and suggestions for second-language assessment. Language Assessment Quarterly, 8, 229–249. DOI logoGoogle Scholar
Larsen-Freeman, D. (2011). A complexity theory approach to second language development/acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 48–72). New York, NY: Routledge.Google Scholar
(2017). Complexity theory: The lessons continue. In L. Ortega & Z. Han (Eds.), Complexity theory and language development: In celebration of Diane Larsen-Freeman (pp. 11–50). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Leow, R. P. (2019). From ISLA > ISLA > ILL: A curricular perspective. In R. P. Leow (Ed.), The Routledge handbook of second language research in classroom learning (pp. 485–493). New York, NY: Routledge. DOI logoGoogle Scholar
Leow, R. P., & Cerezo, L. (2016). Deconstructing the “I” and “SLA” in ISLA: One curricular approach. Studies in Second Language Learning and Teaching, 6, 43–63. DOI logoGoogle Scholar
López Serrano, S., Roca de Larios, J., & Manchón, R. M. (2019). Language reflection fostered by individual L2 writing tasks: Developing a theoretically motivated and empirically-based coding system. Studies in Second Language Acquisition, 41(3), 503–527. DOI logoGoogle Scholar
Macaro, E. (2014). Reframing task performance: The relationship between tasks, strategic behaviour, and linguistic knowledge in writing. In H. Byrnes & R. M. Manchón (Eds.), Task-based language learning – Insights from and for L2 writing (pp. 53–77). Amsterdam: John Benjamins.Google Scholar
Manchón, R. M. (2009). Introduction: Broadening the perspective of L2 writing scholarship: The contribution of research on foreign language writing. In R. M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching, and research (pp. 1–19). Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
(2011). Writing to learn the language: Issues in theory and research. In R. M. Manchón (Ed.), Learning-to-write and writing-to-learn in an additional language (pp. 61–82). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Manchón, R. M., Roca de Larios, J., & Murphy, L. (2009). The temporal dimension and problem-solving nature of foreign language composing processes. Implications for theory. In R. M. Manchón (Ed.), Writing in foreign language contexts: Learning, teaching and research (pp. 102–124). Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
Martin, J. R., & Rose, D. (2005). Genre relations. London: Equinox.Google Scholar
Norris, J. M., & Manchón, R. M. (2012). Investigating L2 writing development from multiple perspectives: Issues in theory and research. In R. M. Manchón (Ed.), Writing development: Multiple perspectives (pp. 219–245). Berlin: De Gruyter Mouton. DOI logoGoogle Scholar
Osberg, D. (2008). The logic of emergence: An alternative conceptual space for theorizing critical education. Journal of the Canadian Association for Curriculum Studies, 6, 133–161.Google Scholar
Preiser, R., & Cilliers, P. (2010). Unpacking the ethics of complexity: Concluding reflections. In P. Cilliers & R. Preiser (Eds.) Complexity, difference and identity: An ethical perspective (pp. 265–287). Dordrecht: Springer. DOI logoGoogle Scholar
Roca de Larios, J. (2013). Second language writing as a psycholinguistic locus for L2 production and learning. Journal of Second Language Writing, 22, 444–445. DOI logoGoogle Scholar
Roca de Larios, J., Nicolás-Conesa, F., & Coyle, Y. (2016). Focus on writers and processes. In R. M. Manchón & P. K. Matsuda (Eds.), Handbook of second and foreign language learning (pp. 267–286). Berlin: de Gruyter Mouton. DOI logoGoogle Scholar
Ryshina-Pankova, M. (2011). Developmental changes in the use of interactional resources. Persuading the reader in FL book reviews. Journal of Second Language Writing, 20, 243–256. DOI logoGoogle Scholar
Ryshina-Pankova, M., & Byrnes, H. (2013). Writing as learning to know: Tracing knowledge construction in L2 German compositions. Journal of Second Language Writing, 22, 179–197. DOI logoGoogle Scholar
Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Lawrence Erlbaum Associates. DOI logoGoogle Scholar
Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate. A step towards second language learning. Applied Linguistics, 16, 371–391. DOI logoGoogle Scholar
van Geert, P., & Steenbeek, H. (2014). The good, the bad and the ugly? The dynamic interplay between educational practice, policy and research. Complicity: An International Journal of Complexity and Education, 11(2), 22–39. DOI logoGoogle Scholar
Vygotsky, L. (1986). Thought and language. Cambridge, MA: The MIT Press.Google Scholar
Whittaker, R., Llinares, A., & McCabe, A. (2011). Written discourse development in CLIL at secondary school. Language Teaching Research, 15, 343–362. DOI logoGoogle Scholar
Witte, S. P. (1987). Pre-text and composing. College Composition and Communication, 38, 397–425. DOI logoGoogle Scholar
Cited by (6)

Cited by six other publications

Maxim, Hiram H.
2023. Developing advanced L2 German writing: A functionally oriented longitudinal study. The Modern Language Journal 107:4 ► pp. 965 ff. DOI logo
Roca de Larios, Julio
2023. Exploring the generation, development, and integration of argumentative goals in L1 and L2 composition processes. In Research Methods in the Study of L2 Writing Processes [Research Methods in Applied Linguistics, 5], ► pp. 202 ff. DOI logo
Fogal, Gary G.
2022. Second language writing from a complex dynamic systems perspective. Language Teaching 55:2 ► pp. 193 ff. DOI logo
Manchón, Rosa M. & Yvette Coyle
2022. Introduction to the special issue on L2 writing and feedback processing and use in pen and paper and digital environments: Advancing research and practice. Studies in Second Language Learning and Teaching 12:4 ► pp. 541 ff. DOI logo
Matthiessen, Christian M. I. M. & Moslem Yousefi
2022. Systemic functional linguistics as a resource for teacher education and writing development. Language, Context and Text. The Social Semiotics Forum 4:1 ► pp. 114 ff. DOI logo
Byrnes, Heidi
2020. Envisioning L2 writing development in CDST under a curricular optic. In Complex Dynamic Systems Theory and L2 Writing Development [Language Learning & Language Teaching, 54], ► pp. 241 ff. DOI logo

This list is based on CrossRef data as of 20 december 2024. 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.