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In:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 73–94

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Chapter 4
Toward an agenda for researching L2 writing and language learning

The educational context of development

 | Georgetown University
Published online: 20 November 2020
DOI logo with link
https://doi.org/10.1075/lllt.56.04byr
Abstract
Taking an educational linguistics perspective, the chapter highlights four areas that have the potential of illuminating possible effects of L2 writing for L2 learning. They address pressing issues by (a) theorizing writing as textual meaning-making; (b) emphasizing the pivotal role of the educational context, in its conceptualization and its practice; (c) affirming the long-term nature of developing literate forms of language use under a longitudinal optic; and d) privileging an extended, well-conceptualized curricular framework. The chapter suggests that these dimensions can yield important insights regarding the long-term development of both L2 composing and L2 abilities, especially when they are informed by a textually oriented theory of language, such as Systemic Functional Linguistics, and contemporary thinking in Complex Dynamic Systems Theory.
Article outline
  • Introduction
  • Theorizing writing as textual meaning-making
    • Linking processing and meaning-oriented approaches to compositional writing
    • In search of the uniqueness of writing as embodied thinking with language: Emig and Vygotsky
    • Toward a textual meaning-oriented inquiry for L2 composing
    • Toward researching the L2 writer as textual meaning-maker
  • Foregrounding the pivotal role of the educational context
    • Exploring educational dimensions of writing development
  • Affirming the long-term nature of developing written literacy
  • Privileging an extended curricular framework for researching the writing-language learning interface
  • Concluding reflections
  • References
References (56)
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Cited by (6)

Cited by six other publications

Maxim, Hiram H.
2023. Developing advanced L2 German writing: A functionally oriented longitudinal study. The Modern Language Journal 107:4 ► pp. 965 ff. DOI logo
Roca de Larios, Julio
2023. Exploring the generation, development, and integration of argumentative goals in L1 and L2 composition processes. In Research Methods in the Study of L2 Writing Processes [Research Methods in Applied Linguistics, 5], ► pp. 202 ff. DOI logo
Fogal, Gary G.
2022. Second language writing from a complex dynamic systems perspective. Language Teaching 55:2 ► pp. 193 ff. DOI logo
Manchón, Rosa M. & Yvette Coyle
2022. Introduction to the special issue on L2 writing and feedback processing and use in pen and paper and digital environments: Advancing research and practice. Studies in Second Language Learning and Teaching 12:4 ► pp. 541 ff. DOI logo
Matthiessen, Christian M. I. M. & Moslem Yousefi
2022. Systemic functional linguistics as a resource for teacher education and writing development. Language, Context and Text. The Social Semiotics Forum 4:1 ► pp. 114 ff. DOI logo
Byrnes, Heidi
2020. Envisioning L2 writing development in CDST under a curricular optic. In Complex Dynamic Systems Theory and L2 Writing Development [Language Learning & Language Teaching, 54], ► pp. 241 ff. DOI logo

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