Part I.Child learners and L2 writing

Chapter 1.We need to write about children11

1.1Introduction11

1.2Cognitive features of children aged 9–1212

1.2.1The emergence of abstract thinking13

1.2.2Self-regulation15

1.2.3Working memory16

1.2.4Peer bonding and friendship18

1.2.5Self-esteem: Praise, criticism, and effort18

1.3Children need to write21

1.3.1L2 writing in elementary school21

1.3.2L2 writing is tough23

1.3.3L2 writing is worth it25

1.4Children in SLA28

1.5The theoretical underpinnings of L2 writing tasks30

1.6The tasks34

1.6.1Dictogloss34

1.6.2Direct corrections35

1.6.3Model texts36

1.6.4Reformulation38

1.6.5Task repetition40

1.7Summary43

Chapter 2.Children and collaborative writing47

2.1Introduction47

2.2Collaborative learning48

2.3Collaborative writing50

2.3.1Peer work and writing-to-learn50

2.3.2Definition51

2.3.3The tenets of collaborative writing tasks51

2.3.4Process and product53

2.4Studies with adult learners55

2.5Studies with young learners57

2.5.1The body of research57

2.5.2Collaborative and individual writers62

2.5.3Language-related episodes (LREs)64

2.5.4Do children collaborate?69

2.5.5Do children like collaborative writing?75

2.6Summary75

Chapter 3.Children and written corrective feedback78

3.1Introduction78

3.2Children and feedback79

3.3Children and written corrective feedback82

3.4Studies on written corrective feedback with child L2 learners83

3.4.1Focus on formal aspects83

3.4.1.1Direct written corrective feedback83

3.4.1.2Dictogloss85

3.4.2Focus on the text88

3.4.2.1Model texts89

3.4.2.2Reformulation103

3.5Summary107

Chapter 4.Children and task repetition: Does practice make perfect?111

4.1Introduction111

4.2Repetition in children’s education112

4.3Repetition in SLA114

4.4Task repetition in SLA116

4.4.1Definition of task repetition116

4.4.2The rationale of task repetition for oral and writing tasks117

4.4.3The rationale of task repetition for child L2 writers118

4.5Empirical studies on task repetition121

4.5.1Task repetition in oral tasks121

4.5.2Task repetition in writing tasks123

4.5.2.1Adults123

4.5.2.2Children124

4.6Summary132

Chapter 5.Task motivation in writing135

5.1Introduction135

5.2Motivation in elementary school136

5.3Motivation and writing139

5.4Task motivation and writing tasks140

5.4.1The construct140

5.4.2The rationale141

5.5Studies on task motivation144

5.5.1Initial insights into children’s attitudes towards L2 writing tasks148

5.5.2Studies on task motivation with children and L2 writing tasks148

5.6Summary159

Part II.Taking stock and moving forwards

A roadmap for writing tasks with child L2 learners

Chapter 6.Child L2 writers: A room of their own165

6.1Introduction165

6.2Findings and lines for further research166

6.3Child L2 writers177

6.4Roadmap for future research179

6.4.1Ingredients for future studies179

6.4.2General needs in research on L2 writing tasks with children184

6.4.3How do we do this?186

Chapter 7.Pedagogical guidelines189

7.1Introduction189

7.2The case for SLA-based teaching practices189

7.2.1Teaming up189

7.2.2Short cuts to make a difference190

7.3Pedagogical guidelines in SLA papers on child L2 writers192

7.4Pedagogical implications195

7.4.1Realistic expectations195

7.4.2Integration of the learning-to-write and the writing-to-learn approaches196

7.4.3Cross-curricular and cross-linguistic implementation of writing tasks196

7.5Ten tips for the implementation of L2 writing with YLs197

7.6Summary202

References204

Index235

Table of contents

Part I.Child learners and L2 writing

Part II.Taking stock and moving forwards