Second Language Writing, New Media, and Co-construction Pedagogies

Abstract

Collaborative practices have become very common in second language learning contexts. In particular, collaborative writing has received a significant amount of attention in recent years. This is largely due to the technological innovations that offer teachers and learners a wide variety of potential opportunities to experiment with collaborative practices. As these tools have evolved, approaches to collaborative pedagogy and practices have evolved alongside them. Thus, collaborative writing is in a constant state of change. This entry will provide an overview of the initial and major contributions that have established collaborative writing practices. These contributions include collaborative practices that have been documented in research studies as well as more pedagogically inclined writings. Following these initial contributions, readers will find an overview of the works in progress. These works include examples from across a variety of language learning contexts, including formal and informal settings. Many of the considerations evident in these current practices are a reflection of the problems and difficulties associated with collaborative writing practices. These challenges will be discussed. Future directions, which are largely informed by these challenges as well as future technological innovations and associated social practices, will be discussed as the conclusion to this entry.