Chapter 6. Writing to learn and learning to write by shuttling between languages
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Suresh Canagarajah
Abstract
This chapter considers how multilingual students might learn to write in different genres for different audiences and write to learn different ways of exploring and representing knowledge by shuttling between languages. It illustrates this possibility by analyzing how an advanced scholar from Sri Lanka switches discourses in recognition of the context of writing in his published research articles in both the vernacular and English, in local and foreign publishing contexts. The switches have implications for the knowledge represented in these articles. The author moves between different levels of descriptiveness, reflexive awareness, and analytical explicitness by moving between the genres and languages. He also adopts different ideological positions in these articles to critically negotiate the expectations of the respective audience and context, demonstrating his agency and voice.
Abstract
This chapter considers how multilingual students might learn to write in different genres for different audiences and write to learn different ways of exploring and representing knowledge by shuttling between languages. It illustrates this possibility by analyzing how an advanced scholar from Sri Lanka switches discourses in recognition of the context of writing in his published research articles in both the vernacular and English, in local and foreign publishing contexts. The switches have implications for the knowledge represented in these articles. The author moves between different levels of descriptiveness, reflexive awareness, and analytical explicitness by moving between the genres and languages. He also adopts different ideological positions in these articles to critically negotiate the expectations of the respective audience and context, demonstrating his agency and voice.
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
-
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
