Redefining writing in the foreign language curriculum
Toward a design approach
Bibliographic Data
| ID | 8938840 |
|---|---|
| Authors | Heather W Allen (0000-0001-8086-4543, University of Wisconsin–Madison, corresponding author) |
| Year | 2018 |
| Volume | 51 |
| Issue | 3 |
| Pages | 513-532 |
| Publication date | 2018-08-14 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12350 |
| OpenAlex | W3131403727 |
| Language | EN |
| Citations received | 12 |
| References cited | 34 |
Numerous scholars have critiqued a lack of focus on foreign language (FL) writing in the second language (L2) acquisition research base and in FL programs in the United States. This position article argues for reimagining the role of writing to maximize learners’ 21st‐century skill development and FL programs’ contributions to broader institutional missions. After discussing selected research on L2 writing and its uptake in FL curricula, an integrated pedagogy is proposed—a design approach— that incorporates insights from New Literacy Studies and L2 writing research and posits writing as a purposeful, collaborative act of communication that entails both learner agency and attention to textual conventions. Key foci of this approach are highlighted, and a description is provided of how a design approach relates to challenges in FL writing instruction. Finally, next steps in researching and implementing this approach are offered
Academic writing · Agency (philosophy · Curriculum · Engineering ethics · Focus (optics · Foreign language · Linguistics · Literacy · Mathematics education · Pedagogy · Professional writing · Second language · Second language writing · Sociology · Writing center · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Engineering · Literacy, Media, and Education · Psychology
A Design Orientation to Second Language Writing Instruction
Debate as L2 Pedagogy
Exploring collaborative digital multimodal composition
Second‐language writing in university‐level basic language programs
L2 French students' conversations during interactive writing tasks and their interaction mindset
Playful designs
The Chinese corner as an ecological space for multilingual identity development
The design and evaluation of an interactive AI companion for foreign language writing
Global simulation as a mediating tool for teaching and learning language and culture as discourse
Student and faculty perceptions of writing in a foreign language studies major
Collaborative Multimodal Writing via Google Docs
Multimodal Approaches for Heritage and Second Language Instructor Training
“Multiliteracies”
Foreign Languages and Higher Education
The potential role(s) of writing in second language development
Considering what we know and need to know about second language writing
Genres and the Standards
Teaching Foreign-Language Skills
The development of cohesion in children's writing
Intercultural learning in modern language education
Does second language writing research impact U.S. university foreign language instruction
Articulating a foreign language sequence through content
Integrating process and genre into the second language writing classroom
Student Goals, Expectations, and the Standards for Foreign Language Learning
Key Issues in Foreign Language Writing
First Language Influences in Second Language Composition
Students’ and Instructors’ Perceived Value of Language and Content Curricular Goals
Designing and Sustaining a Foreign Language Writing Proficiency Assessment Program at the Postsecondary Level
Policies and Practices in Foreign Language Writing at the College Level
Genre-based pedagogies
Self-efficacy of College Intermediate French Students
| Unique citing works | 12 |
|---|---|
| Citations per year | 1,71 |
| Citation span | 2019 - 2025 (7) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 12 |