Session Title: Writing Practices’ Teaching in L2 or Foreign Language: Framework and Experience
Area: Rhetoric & Composition
Secondary Area: Spanish/Portuguese
Session Format: Panel
46th Annual Convention of the Northeast Modern Language Association. This conference will be held in Toronto, from April 30 to May 3, 2015.
This panel seeks papers focusing on empirical data and research findings about teaching writing in second or foreign language classes. What theoretical backgrounds have assumed more relevance in the field? Which practices have proved to be the most effective? Papers may be submitted in either Portuguese or English.
Recently, writing research in different fields has grown significantly. Given the complexity of writing, it seems worth it to collect relevant data from teaching of writing practices that clearly focus i) the cognitive effort of (re)writing and revision processes, ii) the personal approach to writing as well as iii) its social nature. Emphasizing these three dimensions of writing, we have been involved in the conception and testing of didactic tools and pedagogical procedures which, by relying on these dimensions, allow the creation of a more complex and complete approach to writing teaching (Cardoso & Pereira, 2013; Pereira, Cardoso & Loureiro, 2012).
Although our previous work has focused the teaching of Portuguese as a native language, recent experiences in second, heritage or foreign language contexts seem to indicate that its contributions may be effective guidelines relevant to the teaching of writing in these contexts. Indeed, we seek to discuss the relevance of: i) procedures that support and guide the writing process (Chanquoy, 2009); ii) ‘teaching sequences’ for specific textual genres (Dolz & Schneuwly, 2004; Hyland, 2007; Pereira & Cardoso, 2013), and iii) the personal relationship students develop towards writing (Barré-De Miniac, 2008; Cardoso, 2009).
We argue that there are issues related to the writing process itself, as well as to the knowledge of a specific textual genre, that can be more effective when activated by a didactic device which demands greater awareness of what is transversal to languages in general (Guasch, 2000; Bronckart, 2008). Also the personal commitment to writing in L1 seems to be determinant when one engages in writing activities in L2.
Therefore, in this panel we wish to discuss guidelines, empirical knowledge and research findings from teaching of writing practices in second or foreign languages to envision new and effective possibilities.
To submit an abstract (Portuguese or English) for this panel*, please follow this direct link: https://nemla.org/convention/2015/cfp.html#cfp15238
*Panel — this is the traditional paper format of 3-4 participants, reading a formal paper of 15-20 minutes (2500-3000 words) as set by the chair, followed by Q&A.
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