Summary:
This book represents the most comprehensive account to date of foreign language (FL) writing. Its basic aim is to reflect critically on where the field is now and where it needs need to go next in the exploration of FL writing at the levels of theory, research, and pedagogy, hence the two parts of the book: 'Looking back' and 'Looking ahead'. The chapters in Part I offer accounts of both the inquiry process followed and the main insights gained in various long-term research programs. The chapters in Part 2 contribute a retrospective analysis of the available empirical research and of professional experiences in an attempt to move forward. The book invites the reader to step back and rethink seemingly well established knowledge about L2 writing in light of what is known about writing in FL contexts.
Review:
Looking back and highlighting the many ways in which SL and FL learning contexts differ, this collection of papers challenges readers to (re-)consider what the field knows about L2 writing development. Looking forward, the resulting contextualization and expansion of theoretical, empirical, and pedagogical insights is sure to facilitate a more robust understanding of all L2 writing, irrespective of the educational environment, while appropriately recognizing the situatedness and diversity of writing practices in FL settings.
Heidi Byrnes, Georgetown University.
Although the predominant focus of the field of L2 writing has long been English writing in English dominant contexts, the number of studies focusing on non-English dominant contexts has been growing steadily. This authoritative volume features some of the most accomplished researchers in those contexts, seizing the momentum to expand the scope of the field and to provide a much needed global perspective. Without doubt, the editor and the contributors to this collection are laying a foundation for further exploration of L2 writing theory, research and instruction--especially in contexts where English is not one of the dominant languages.
Paul Matsuda, Arizona State University.
This collection convincingly argues for the need for greater recognition of writing in diverse foreign language contexts. Especially welcome are the focus on programs of research and the consolidation of knowledge and the spirit of inclusiveness regarding perspectives (linguistic, cognitive, and social) and approaches (to research, theory, and teaching).
Tony Silva, Purdue University.
Author Biography:
Rosa Manchón is Associate Professor of Applied Linguistics and Director of the postgraduate programme in English Language and Linguistics at the University of Murcia, Spain. Her research interests include second language writing and research methods. Her work has appeared in leading applied linguistics and second language writing journals such as the Journal of Second Language Writing, Language Learning, and the Modern Language Journal. She has also edited various journal issues on SLA and L2 writing as a guest editor for the International Journal of English Studies, International Review of Applied Linguistics, and the Journal of Second Language Writing. She is currently co-editor (with Ilona Leki) of the Journal of Second Writing.
Readership Level:
Postgraduate, Research / Professional
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