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

276 Pages·2011·1.39 MB·English

by  Rosa M. Manchón (Editor)

Learning-to-Write and Writing-to-Learn
in an Additional Language
Language Learning & Language Teaching (LL&LT)
The LL&LT monograph series publishes monographs, edited volumes and
text books on applied and methodological issues in the field of language
pedagogy. The focus of the series is on subjects such as classroom discourse
and interaction; language diversity in educational settings; bilingual
education; language testing and language assessment; teaching methods and
teaching performance; learning trajectories in second language acquisition;
and written language learning in educational settings.
For an overview of all books published in this series, please see
http://benjamins.com/catalog/lllt
Editors
Nina Spada Nelleke Van Deusen-Scholl
Ontario Institute for Studies in Education, Center for Language Study
University of Toronto Yale University
Volume 31
Learning-to-Write and Writing-to-Learn in an Additional Language
Edited by Rosa M. Manchón
Learning-to-Write and
Writing-to-Learn
in an Additional Language
Edited by
Rosa M. Manchón
University of Murcia
John Benjamins Publishing Company
Amsterdam / Philadelphia
TM The paper used in this publication meets the minimum requirements of
8
American National Standard for Information Sciences – Permanence of
Paper for Printed Library Materials, ansi z39.48-1984.
Library of Congress Cataloging-in-Publication Data
Learning-to-write and writing-to-learn in an additional language / edited by Rosa M.
Manchón.
p. cm. (Language Learning & Language Teaching, issn 1569-9471 ; v. 31)
Includes bibliographical references and index.
1. Second language acquisition. 2. Language and languages--Study and teaching. I.
Manchón, Rosa.
P118.2.L38 2011
418.0071--dc23 2011022622
isbn 978 90 272 1303 7 (Hb ; alk. paper)
isbn 978 90 272 1304 4 (Pb ; alk. paper)
isbn 978 90 272 8483 9 (Eb)
© 2011 – John Benjamins B.V.
No part of this book may be reproduced in any form, by print, photoprint, microfilm, or any
other means, without written permission from the publisher.
John Benjamins Publishing Co. · P.O. Box 36224 · 1020 me Amsterdam · The Netherlands
John Benjamins North America · P.O. Box 27519 · Philadelphia pa 19118-0519 · usa
 To Mia Victori,
In Memoriam

Table of contents
Preface ix
Alister Cumming
Introduction
chapter1
Situatingthelearning-to-writeandwriting-to-learndimensions
ofL2writing 3
Rosa M. Manchón
Part I. Learning-to-write and writing-to-learn: Mapping the terrain
chapter2
Learningtowrite:Issuesintheory,research,andpedagogy 17
Ken Hyland
chapter3
Writingtolearnincontentareas:Researchinsights 37
Alan Hirvela
chapter4
Writingtolearnthelanguage:Issuesintheoryandresearch 61
Rosa M. Manchón
Part II. Learning-to-write and writing-to-learn: Research insights
chapter5
Learningtowriteinasecondlanguage:Multilingualgraduates
andundergraduatesexpandinggenrerepertories 85
Ilona Leki
viii Learning-to-WriteandWriting-to-LearninanAdditionalLanguage
chapter6
Writingtolearnandlearningtowritebyshuttlingbetweenlanguages 111
Suresh Canagarajah
chapter7
Beyondwritingaslanguagelearningorcontentlearning:
Construingforeignlanguagewritingasmeaning-making 133
Heidi Byrnes
chapter8
Thelanguagelearningpotentialofform-focusedfeedbackonwriting:
Students’andteachers’perceptions 159
Fiona Hyland
chapter9
WritingtolearninFLcontexts:Exploringlearners’perceptions
ofthelanguagelearningpotentialofL2writing 181
Rosa M. Manchón and Julio Roca de Larios
chapter10
Exploringthelearningpotentialofwritingdevelopment
inheritagelanguageeducation 209
John Hedgcock and Natalie Lefkowitz
Conclusion
chapter11
Reflectionsonthelearning-to-writeandwriting-to-learn
dimensionsofsecondlanguagewriting 237
Lourdes Ortega
Contributors’biodata 251
Authorsindex 255
Thematicindex 259
Preface
AlisterCumming
UniversityofToronto
Inquiryintowritinginsecondorforeignlanguageshasalwaysinvolved–and
mayevenbedefinedby–dialoguesamongdiverseinterestsandcontraryas-
sumptions.Studiesofwriting,composition,orrhetorichavetendedtoassume
thatasinglelanguage(often,English)isconstant,butstudiesofwritinginsecond
orforeignlanguages(L2writing)complicatethisassumption,demonstratinghow
languageandculturalvariabilityandchangeareincreasinglythenormsaround
theworld,particularlyinacademicandworksituations.Studiesofsecondlan-
guageacquisition,inturn,havetendedtoassumethatoralcommunicationisthe
standardmediumtoevaluatelearners’languagedevelopment,butstudiesofL2
writingcomplicatethisassumption,showinghowwritingcanbeamorevalued
ability(thanoralproficiency)in,forexample,classroomoracademiccontexts,
orhowL2learnerspasttheageofchildhooduseliterateresourceseffectivelyand
integrallyinwaysthatarenotpossibleintheearlyacquisitionofafirstlanguage.
Thesekindsofcontrarydialoguestendtobeembracedandenactedbythe
practicingeducators,programs,andcurriculathatdraweclecticallyonanarray
ofpedagogicalresources,approaches,andconceptstoguidetheteachingofL2
writing(Leki,Cumming&Silva2008).Overthepastfewdecades,theextent
ofactivityfocusedonL2writinghasincreasedenormously,followingfromin-
creasedinternationalmobilityandcommunications,suchthatstudiesofL2
writinghavebecomeinstitutionalizedinmanyeducationalprograms,through
scholarlyandprofessionalassociationsandpublications,andintheformofcer-
tificationforteachersandbasicrequirementsforadvancedresearchdegreesand
scholarlyinvestigations.Aninevitableconsequenceofthisincreasedactivityand
institutionalizationisseriousdeliberationoverkeyconceptsaswellassystematic
researchintotheirfundamentalnature.
Thepresentbookbringstogetherandevaluatesoneofthesecentraldialogues
aboutthenatureofL2writing.Contributorsaddressthefundamentalandintrigu-
ingparadoxthatL2writingisnotonlyanabilitytoacquire,teach,andassess–as
isconventionallyassumed–butL2writingisalsoameans,context,andbasisfor