Learning-To-Write and Writing-To-Learn in an Additional Language PDF
Preview Learning-To-Write and Writing-To-Learn in an Additional Language
Learning-to-Write and Writing-to-Learn in an Additional Language Language Learning & Language Teaching (LL<) The LL< 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
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