Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing
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Rosa M. Manchón
Abstract
This introductory chapter to the book serves to set the scene for both the three strands of research reviewed in Part I (learning to write, writing to learn content, and writing to learn language), and for the empirical studies contained in Part II. It does so by situating the learning-to-write and writing-to-learn perspectives explored in the book in second language (L2) writing and second language acquisition (SLA) scholarship. The aims of the book are accounted for against this background, emphasizing the way in which the collections helps to expand the L2 writing and SLA research agendas. This is complemented with an overview of the structure of the book and of the different chapters in it.
Abstract
This introductory chapter to the book serves to set the scene for both the three strands of research reviewed in Part I (learning to write, writing to learn content, and writing to learn language), and for the empirical studies contained in Part II. It does so by situating the learning-to-write and writing-to-learn perspectives explored in the book in second language (L2) writing and second language acquisition (SLA) scholarship. The aims of the book are accounted for against this background, emphasizing the way in which the collections helps to expand the L2 writing and SLA research agendas. This is complemented with an overview of the structure of the book and of the different chapters in it.
Chapters in this book
- 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
-
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
Chapters in this book
- 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
