Chapter 1.We need to write about children
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1.1Introduction
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1.2Cognitive features of children aged 9–12
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1.2.1The emergence of abstract thinking
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1.2.2Self-regulation
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1.2.3Working memory
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1.2.4Peer bonding and friendship
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1.2.5Self-esteem: Praise, criticism, and effort
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1.3Children need to write
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1.3.1L2 writing in elementary school
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1.3.2L2 writing is tough
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1.3.3L2 writing is worth it
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1.4Children in SLA
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1.5The theoretical underpinnings of L2 writing tasks
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1.6The tasks
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1.6.1Dictogloss
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1.6.2Direct corrections
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1.6.3Model texts
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1.6.4Reformulation
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1.6.5Task repetition
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1.7Summary
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Chapter 2.Children and collaborative writing
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2.1Introduction
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2.2Collaborative learning
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2.3Collaborative writing
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2.3.1Peer work and writing-to-learn
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2.3.2Definition
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2.3.3The tenets of collaborative writing tasks
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2.3.4Process and product
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2.4Studies with adult learners
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2.5Studies with young learners
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2.5.1The body of research
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2.5.2Collaborative and individual writers
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2.5.3Language-related episodes (LREs)
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2.5.4Do children collaborate?
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2.5.5Do children like collaborative writing?
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2.6Summary
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Chapter 3.Children and written corrective feedback
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3.1Introduction
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3.2Children and feedback
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3.3Children and written corrective feedback
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3.4Studies on written corrective feedback with child L2 learners
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3.4.1Focus on formal aspects
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3.4.1.1Direct written corrective feedback
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3.4.1.2Dictogloss
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3.4.2Focus on the text
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3.4.2.1Model texts
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3.4.2.2Reformulation
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3.5Summary
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Chapter 4.Children and task repetition: Does practice make perfect?
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4.1Introduction
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4.2Repetition in children’s education
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4.3Repetition in SLA
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4.4Task repetition in SLA
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4.4.1Definition of task repetition
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4.4.2The rationale of task repetition for oral and writing tasks
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4.4.3The rationale of task repetition for child L2 writers
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4.5Empirical studies on task repetition
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4.5.1Task repetition in oral tasks
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4.5.2Task repetition in writing tasks
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4.5.2.1Adults
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4.5.2.2Children
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4.6Summary
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Chapter 5.Task motivation in writing
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5.1Introduction
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5.2Motivation in elementary school
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5.3Motivation and writing
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5.4Task motivation and writing tasks
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5.4.1The construct
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5.4.2The rationale
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5.5Studies on task motivation
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5.5.1Initial insights into children’s attitudes towards L2 writing tasks
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5.5.2Studies on task motivation with children and L2 writing tasks
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5.6Summary
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