Home Linguistics & Semiotics Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing
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Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing

  • Lourdes Ortega
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Learning-to-Write and Writing-to-Learn in an Additional Language
This chapter is in the book Learning-to-Write and Writing-to-Learn in an Additional Language

Abstract

This final chapter explores main themes in the book and offers readers some critical points to ponder. I first highlight the intellectual and disciplinary influences which converge into the three dimensions that motivate the book – learning to write (LW) and writing to learn content (WLC) or language (WLL) – and which also cohere with broad professional and contextual locations for each. I then turn to possible interconnections among the three dimensions. In some cases, LW, WLC, and WLL can become dividing lines that feed into compartmentalized professional or scholarly cultures and create misalignments between teacher and student understandings of the value and roles of second language (L2) writing. More often than not, however, the present collection demonstrates that the three views of LW, WLC, and WLL are closely related and can synergistically support instruction as well as enhance research insights. I then reflect on the importance of authenticity, needs, and writerly selves in the conceptualizations of LW, WLC, and WLL offered by authors across chapters. I close my reflections with some questions that are likely to spur future research capable of deepening our understanding of capable of deepening our understanding of the roles that L2 writing instruction plays in uniquely supporting the synergistic learning of writing, content, and language.

Abstract

This final chapter explores main themes in the book and offers readers some critical points to ponder. I first highlight the intellectual and disciplinary influences which converge into the three dimensions that motivate the book – learning to write (LW) and writing to learn content (WLC) or language (WLL) – and which also cohere with broad professional and contextual locations for each. I then turn to possible interconnections among the three dimensions. In some cases, LW, WLC, and WLL can become dividing lines that feed into compartmentalized professional or scholarly cultures and create misalignments between teacher and student understandings of the value and roles of second language (L2) writing. More often than not, however, the present collection demonstrates that the three views of LW, WLC, and WLL are closely related and can synergistically support instruction as well as enhance research insights. I then reflect on the importance of authenticity, needs, and writerly selves in the conceptualizations of LW, WLC, and WLL offered by authors across chapters. I close my reflections with some questions that are likely to spur future research capable of deepening our understanding of capable of deepening our understanding of the roles that L2 writing instruction plays in uniquely supporting the synergistic learning of writing, content, and language.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface ix
  4. Introduction
  5. Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing 3
  6. Part I. Learning-to-write and writing-to-learn
  7. Chapter 2. Learning to write 17
  8. Chapter 3. Writing to learn in content areas 37
  9. Chapter 4. Writing to learn the language 61
  10. Part II. Learning-to-write and writing-to-learn
  11. Chapter 5. Learning to write in a second language 85
  12. Chapter 6. Writing to learn and learning to write by shuttling between languages 111
  13. Chapter 7. Beyond writing as language learning or content learning 133
  14. Chapter 8. The language learning potential of form-focused feedback on writing 159
  15. Chapter 9. Writing to learn in FL contexts 181
  16. Chapter 10. Exploring the learning potential of writing development in heritage language education 209
  17. Conclusion
  18. Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing 237
  19. Contributors’ biodata 251
  20. Authors index 255
  21. Thematic index 259
https://doi.org/10.1075/lllt.31.16ort

Chapters in this book

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