© 2002

New Directions for Research in L2 Writing

  • Sarah Ransdell
  • Marie-Laure Barbier

Part of the Studies in Writing book series (STUW, volume 11)

Table of contents

  1. Front Matter
    Pages i-x
  2. Sarah Ransdell, Marie-Laure Barbier
    Pages 1-10
  3. Julio Roca De Larios, Liz Murphy, Javier Marín
    Pages 11-47
  4. Aydin Yücesan Durgunoğlu, Montserrat Mir, Sofia Ariño-Marti
    Pages 81-100
  5. Rob Schoonen, Amos Van Gelderen, Kees De Glopper, Jan Hulstijn, Patrick Snellings, Annegien Simis et al.
    Pages 101-122
  6. M. Rosario Arecco, Sarah Ransdell
    Pages 123-131
  7. Sarah Ransdell, Beverly Lavelle, C. Michael Levy
    Pages 133-144
  8. Martine Faraco, Marie-Laure Barbier, Annie Piolat
    Pages 145-167
  9. Alister Cumming, Michael Busch, Ally Zhou
    Pages 189-208
  10. Margaret Franken, Stephen Haslett
    Pages 209-229
  11. Back Matter
    Pages 245-277

About this book


GERT RIJLAARSDAM UniversityofAmsterdam & Utrecht University, the Netherlands Multilingualism is becoming the default in our global world. The present-day global citizens use different languages in different situations. Apart from their mother tongue, they learn languages that give them access to other regions, nations, and worlds. In all countries ofthe European Union, for instance, at least one foreign lan­ guage is mandatory in secondary schools. Most students are taught English as a for­ eign language, the lingua franca in Europe. In large parts of the USA, students move from Spanish to English schooling. In parts of Canada, bilingual education is stan­ dard. In Catalonia (Spain) children learn Catalonian and Spanish, in Hong Kong English and Chinese. The smaller the world becomes, the more languages are used and learned. For writing process research, this development into multilingualism entails at least two challenges. First ofall, studying the relation between writing in L1 and L2 provides an opportunity for collaborative studies, in different language settings. Second, the issue ofgeneralization of findings comes to the fore. It becomes evident now that we have unjustly neglected this issue in writing process research. We for­ got to ask whether it is feasible to talk about 'writing processes' in general, without referring to the language of the written texts, and without taking into account the educational and linguistic culture in which these texts originate.


Action interaction language memory

Editors and affiliations

  • Sarah Ransdell
    • 1
  • Marie-Laure Barbier
    • 2
  1. 1.Florida Atlantic UniversityFloridaUSA
  2. 2.IUFM (Institut Universitaire de Formation des Maîtres)LyonFrance

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