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E-book: Child L2 Writers: A room of their own

(I-COMMUNITAS Institute for Advanced Social Research | Public University of Navarre)
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"Studies on L2 writing tasks with child learners have broken through several barriers in the past few years: writing, which had been considered a solitary task, has been successfully implemented in collaboration; new and more comprehensive writing and feedback strategies have been implemented; task repetition has made its way from oral into writing tasks and, finally, research analyses of linguistic outcomes have been complemented by measures of task motivation. These studies and their findings demonstrate that child L2 writing constitutes a new field of inquiry that deserves to be addressed. This book includes a comprehensive analysis of the research conducted on L2 writing tasks with young learners, pinpoints the specificity of writing tasks for this population, identifies the research gaps that pave the way for future research and offers a guide for teachers who wish to implement writing tasks with young language learners"--

Studies on L2 writing tasks with child learners have broken through several barriers in the past few years. Although long considered a solitary task, writing is now regularly done in collaborative pairs and groups as well. New and more comprehensive writing and feedback strategies have been implemented and task repetition has made its way from oral into writing tasks. Finally, research analyses of linguistic outcomes have been complemented by measures of task motivation. Drawing on knowledge from the fields of psychology, education and SLA, this book includes a comprehensive and interdisciplinary analysis of this body of research. It pinpoints the specificity of writing tasks for child L2 learners, identifies the research gaps that pave the way for future research, and offers a guide for teachers who wish to implement writing tasks with young language learners. In sum, this book demonstrates that child L2 writing constitutes a new field of inquiry and attempts to give child L2 writers a room of their own.
Introduction 1(10)
PART I Child Learners And L2 writing
Chapter 1 We need to write about children
11(36)
1.1 Introduction
11(1)
1.2 Cognitive features of children aged 9-12
12(9)
1.2.1 The emergence of abstract thinking
13(2)
1.2.2 Self-regulation
15(1)
1.2.3 Working memory
16(2)
1.2.4 Peer bonding and friendship
18(1)
1.2.5 Self-esteem: Praise, criticism, and effort
18(3)
1.3 Children need to write
21(7)
1.3.1 L2 writing in elementary school
21(2)
1.3.2 L2 writing is tough
23(2)
1.3.3 L2 writing is worth it
25(3)
1.4 Children in SLA
28(2)
1.5 The theoretical underpinnings of L2 writing tasks
30(4)
1.6 The tasks
34(9)
1.6.1 Dictogloss
34(1)
1.6.2 Direct corrections
35(1)
1.6.3 Model texts
36(2)
1.6.4 Reformulation
38(2)
1.6.5 Task repetition
40(3)
1.7 Summary
43(4)
Chapter 2 Children and collaborative writing
47(31)
2.1 Introduction
47(1)
2.2 Collaborative learning
48(2)
2.3 Collaborative writing
50(5)
2.3.1 Peer work and writing-to-learn
50(1)
2.3.2 Definition
51(1)
2.3.3 The tenets of collaborative writing tasks
51(2)
2.3.4 Process and product
53(2)
2.4 Studies with adult learners
55(2)
2.5 Studies with young learners
57(18)
2.5.1 The body of research
57(5)
2.5.2 Collaborative and individual writers
62(2)
2.5.3 Language-related episodes (LREs)
64(5)
2.5.4 Do children collaborate?
69(6)
2.5.5 Do children like collaborative writing?
75(1)
2.6 Summary
75(3)
Chapter 3 Children and written corrective feedback
78(33)
3.1 Introduction
78(1)
3.2 Children and feedback
79(3)
3.3 Children and written corrective feedback
82(1)
3.4 Studies on written corrective feedback with child L2 learners
83(24)
3.4.1 Focus on formal aspects
83(1)
3.4.1.1 Direct written corrective feedback
83(2)
3.4.1.2 Dictogloss
85(3)
3.4.2 Focus on the text
88(1)
3.4.2.1 Model texts
89(14)
3.4.2.2 Reformulation
103(4)
3.5 Summary
107(4)
Chapter 4 Children and task repetition: Does practice make perfect?
111(24)
4.1 Introduction
111(1)
4.2 Repetition in children's education
112(2)
4.3 Repetition in SLA
114(2)
4.4 Task repetition in SLA
116(5)
4.4.1 Definition of task repetition
116(1)
4.4.2 The rationale of task repetition for oral and writing tasks
117(1)
4.4.3 The rationale of task repetition for child L2 writers
118(3)
4.5 Empirical studies on task repetition
121(11)
4.5.1 Task repetition in oral tasks
121(2)
4.5.2 Task repetition in writing tasks
123(1)
4.5.2.1 Adults
123(1)
4.5.2.2 Children
124(8)
4.6 Summary
132(3)
Chapter 5 Task motivation in writing
135(30)
5.1 Introduction
135(1)
5.2 Motivation in elementary school
136(3)
5.3 Motivation and writing
139(1)
5.4 Task motivation and writing tasks
140(4)
5.4.1 The construct
140(1)
5.4.2 The rationale
141(3)
5.5 Studies on task motivation
144(15)
5.5.1 Initial insights into children's attitudes towards L2 writing tasks
148(1)
5.5.2 Studies on task motivation with children and L2 writing tasks
148(11)
5.6 Summary
159(6)
PART II Taking stock and moving forwards
Chapter 6 Child L2 writers: A room of their own
165(24)
6.1 Introduction
165(1)
6.2 Findings and lines for further research
166(11)
6.3 Child L2 writers
177(2)
6.4 Roadmap for future research
179(10)
6.4.1 Ingredients for future studies
179(5)
6.4.2 General needs in research on L2 writing tasks with children
184(2)
6.4.3 How do we do this?
186(3)
Chapter 7 Pedagogical guidelines
189(15)
7.1 Introduction
189(1)
7.2 The case for SLA-based teaching practices
189(3)
7.2.1 Teaming up
189(1)
7.2.2 Short cuts to make a difference
190(2)
7.3 Pedagogical guidelines in SLA papers on child L2 writers
192(3)
7.4 Pedagogical implications
195(2)
7.4.1 Realistic expectations
195(1)
7.4.2 Integration of the learning-to-write and the writing-to-learn approaches
196(1)
7.4.3 Cross-curricular and cross-linguistic implementation of writing tasks
196(1)
7.5 Ten tips for the implementation of L2 writing with YLs
197(5)
7.6 Summary
202(2)
References 204(31)
Index 235
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