Chapter 10. Exploring the learning potential of writing development in heritage language education
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John Hedgcock
Abstract
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.
Abstract
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.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Preface ix
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Introduction
- Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 3
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Part I. Learning-to-write and writing-to-learn
- Chapter 2. Learning to write 17
- Chapter 3. Writing to learn in content areas 37
- Chapter 4. Writing to learn the language 61
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Part II. Learning-to-write and writing-to-learn
- Chapter 5. Learning to write in a second language 85
- Chapter 6. Writing to learn and learning to write by shuttling between languages 111
- Chapter 7. Beyond writing as language learning or content learning 133
- Chapter 8. The language learning potential of form-focused feedback on writing 159
- Chapter 9. Writing to learn in FL contexts 181
- Chapter 10. Exploring the learning potential of writing development in heritage language education 209
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Conclusion
- Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 237
- Contributors’ biodata 251
- Authors index 255
- Thematic index 259
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Preface ix
-
Introduction
- Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 3
-
Part I. Learning-to-write and writing-to-learn
- Chapter 2. Learning to write 17
- Chapter 3. Writing to learn in content areas 37
- Chapter 4. Writing to learn the language 61
-
Part II. Learning-to-write and writing-to-learn
- Chapter 5. Learning to write in a second language 85
- Chapter 6. Writing to learn and learning to write by shuttling between languages 111
- Chapter 7. Beyond writing as language learning or content learning 133
- Chapter 8. The language learning potential of form-focused feedback on writing 159
- Chapter 9. Writing to learn in FL contexts 181
- Chapter 10. Exploring the learning potential of writing development in heritage language education 209
-
Conclusion
- Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 237
- Contributors’ biodata 251
- Authors index 255
- Thematic index 259
