This book is a pioneer attempt to bridge the gap between the fields of second language acquisition (SLA) and second and foreign language (L2) writing. Its ultimate aim is to advance our understanding of written language learning by compiling a collection of theoretical meta-reflections and empirical studies that shed new light on two crucial dimensions of the theory and research in the field: first, the manner in which L2 users learn to express themselves in writing (the learning-to-write dimension), and, second, the manner in which the engagement in written output practice can contribute to developing competences in an L2 (the writing-to-learn dimension). These two areas of disciplinary inquiry have up until now developed separately: the learning-to-write dimension has been the cornerstone of L2 writing research, whereas the writing-to-learn one has been theorized and researched within SLA studies, hence the relevance of the book for exploring L2 writing-SLA interfaces.
1. Preface (by Cumming, Alister); 2. Introduction; 3. Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing (by Manchon, Rosa M.); 4. Part I. Learning-to-write and writing-to-learn: Mapping the terrain; 5. Chapter 2. Learning to write: Issues in theory, research, and pedagogy (by Hyland, Ken); 6. Chapter 3. Writing to learn in content areas: Research insights (by Hirvela, Alan); 7. Chapter 4. Writing to learn the language: Issues in theory and research (by Manchon, Rosa M.); 8. Part II. Learning-to-write and writing-to-learn: Research insights; 9. Chapter 5. Learning to write in a second language: Multilingual graduates and undergraduates expanding genre repertories (by Leki, Ilona); 10. Chapter 6. Writing to learn and learning to write by shuttling between languages (by Canagarajah, Suresh); 11. Chapter 7. Beyond writing as language learning or content learning: Construing foreign language writing as meaning-making (by Byrnes, Heidi); 12. Chapter 8. The language learning potential of form-focused feedback on writing: Students' and teachers' perceptions (by Hyland, Fiona); 13. Chapter 9. Writing to learn in FL contexts: Exploring learners' perceptions of the language learning potential of L2 writing (by Manchon, Rosa M.); 14. Chapter 10. Exploring the learning potential of writing development in heritage language education (by Hedgcock, John); 15. Conclusion; 16. Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing (by Ortega, Lourdes); 17. Contributors' biodata; 18. Authors index; 19. Thematic index