In:Learning-to-Write and Writing-to-Learn in an Additional Language
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 31] 2011
► pp. v–viii
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Published online: 5 October 2011
https://doi.org/10.1075/lllt.31.toc
https://doi.org/10.1075/lllt.31.toc
Table of contents
Preface
Introduction
Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing
Part I. Learning-to-write and writing-to-learn: Mapping the terrain
Chapter 2. Learning to write: Issues in theory, research, and pedagogy
Chapter 3. Writing to learn in content areas: Research insights
Chapter 4. Writing to learn the language: Issues in theory and research
Part II. Learning-to-write and writing-to-learn: Research insights
Chapter 5. Learning to write in a second language: Multilingual graduates and undergraduates expanding genre repertories
Chapter 6. Writing to learn and learning to write by shuttling between languages
Chapter 7. Beyond writing as language learning or content learning: Construing foreign language writing as meaning-making
Chapter 8. The language learning potential of form-focused feedback on writing: Students’ and teachers’ perceptions
Chapter 9. Writing to learn in FL contexts: Exploring learners’ perceptions of the language learning potential of L2 writing
Chapter 10. Exploring the learning potential of writing development in heritage language education
Conclusion
Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing
Contributors’ biodata
Authors index
Thematic index
