Digital L2 Writing Literacies offers an up-to-date overview of digital writing in L2 contexts and illustrates how digital media have expanded the options for research and teaching language and writing in particular. Written by two of the leading educators and researchers in the field, this volume offers a comprehensive review of the literature along with cutting-edge theoretical perspectives on multilingual and multimodal composing for those conducting research and practical ideas for curriculum and instruction for those working with multilingual students in second language, foreign language, and heritage language classrooms. The main chapters provide the necessary background of definitions, key research findings and descriptions of practices, along with detailed sample learning projects and ideas for reflection and discussion that those involved in L2 writing should find interesting and relevant. The authors begin with a wide-ranging review of digital tools and environments and how these are influencing communicative practices and written genres. They address how those tools and environments encourage interactive and collaborative writing in online environments, present innovative multimodal forms of composing such as digital storytelling, and provide new avenues and modes for expression of multilingual writer voice and identity. They further discuss how feedback, revision, and assessment practices for L2 writing must change to reflect the changing processes and products of digital composing. At the end of the book, the authors provide a model of theoretical and pedagogical factors that impact digital L2 writing and include a future-oriented discussion of L2 writing and digital practices in the 21st century, making for a stimulating set of implications and take-away messages to ponder. As the most comprehensive and current state-of-the-art treatment of its subject matter, Digital L2 Writing Literacies: Directions for Classroom Practice is simply the must-read book for all those with an interest in L2 digital writing and language teaching.

This book presents a comprehensive approach to issues related to researching and teaching second language (L2) writing in digital environments. In the digital age, new technologies have revolutionized the ways we communicate and construct knowledge, and have also reshaped the traditional notions of writing and literacy, posing new challenges and opportunities for L2 teachers and students. This book provides up-to-date coverage of the main areas of L2 writing and technology, including digital multimodal composing, computer-mediated collaborative writing, online teacher and peer feedback, automated writing evaluation, and corpus-based writing instruction. It synthesizes the relevant literature, analyzes theoretical perspectives, compiles relevant resources, and offers research and pedagogical recommendations to guide scholars in undertaking new L2 writing research and instructional practice in technologically-supported educational contexts. This book will be of relevance and interest to researchers, language teachers, and graduate students in applied linguistics and education.

This volume uniquely looks at both adolescent L2 writing and the preparation of secondary teachers to work with this population of students. It takes a theoretically eclectic approach that can support a variety of pedagogies.

The term translingual highlights the reality that people always shuttle across languages, communicate in hybrid languages and, thus, enjoy multilingual competence. In the context of migration, transnational economic and cultural relations, digital communication, and globalism, increasing contact is taking place between languages and communities. In these contact zones new genres of writing and new textual conventions are emerging that go beyond traditional dichotomies that treat languages as separated from each other, and texts and writers as determined by one language or the other. Pushing forward a translingual orientation to writing—one that is in tune with the new literacies and communicative practices flowing into writing classrooms and demanding new pedagogies and policies— this volume is structured around five concerns: refining the theoretical premises, learning from community practices, debating the role of code meshed products, identifying new research directions, and developing sound pedagogical applications. These themes are explored by leading scholars from L1 and L2 composition, rhetoric and applied linguistics, education theory and classroom practice, and diverse ethnic rhetorics. Timely and much needed, Literacy as Translingual Practice is essential reading for students, researchers, and practitioners across these fields.

The Handbook of Second and Foreign Language Writing is an authoritative reference compendium of the theory and research on second and foreign language writing that can be of value to researchers, professionals, and graduate students. It is intended both as a retrospective critical reflection that can situate research on L2 writing in its historical context and provide a state of the art view of past achievements, and as a prospective critical analysis of what lies ahead in terms of theory, research, and applications. Accordingly, the Handbook aims to provide (i) foundational information on the emergence and subsequent evolution of the field, (ii) state-of-the-art surveys of available theoretical and research (basic and applied) insights, (iii) overviews of research methods in L2 writing research, (iv) critical reflections on future developments, and (iv) explorations of existing and emerging disciplinary interfaces with other fields of inquiry.

While assessment and feedback tend to be treated separately in the L2 writing literature, this book brings together these two essential topics and examines how effective classroom assessment and feedback can provide a solid foundation for the successful teaching and learning of writing. Drawing upon current educational and L2 writing theories and research, the book is the first to address writing assessment and feedback in L2 primary and secondary classrooms, providing a comprehensive, up-to-date review of key issues, such as assessment for learning, assessment as learning, teacher feedback, peer feedback, portfolio assessment, and technology enhanced classroom writing assessment and feedback. The book concludes with a chapter on classroom assessment literacy for L2 writing teachers, outlines its critical components and underscores the importance of teachers undertaking continuing professional development to enhance their classroom assessment literacy. Written in an accessible style, the book provides a practical and valuable resource for L2 writing teachers to promote student writing, and for teacher educators to deliver effective classroom writing assessment and feedback training. Though the target audience is school teachers, L2 writing instructors in any context will benefit from the thorough and useful treatment of classroom assessment and feedback in the book.

This book brings together a group of internationally-reputed authors in the field of digital literacy. Their essays explore a diverse range of the concepts, policies and practices of digital literacy, and discuss how digital literacy is related to similar ideas: information literacy, computer literacy, media literacy, functional literacy and digital competence. It is argued that in light of this diversity and complexity, it is useful to think of digital literacies - the plural as well the singular. The first part of the book presents a rich mix of conceptual and policy perspectives; in the second part contributors explore social practices of digital remixing, blogging, online trading and social networking, and consider some legal issues associated with digital media.

The exponential growth in the amount and complexity of information transmitted and shared on the Internet and the capabilities afforded by new information technologies result in the continuous emergence of new genres and new literacy practices that call for new models of genre analysis and new approaches to teaching literacy and language, where language learning autonomy has to take centre stage. Any pedagogical approach which seeks to develop autonomy in online language learning should also be concerned with the development of new literacies, with raising an awareness of digital texts and with the cognitive processes learners engage in when constructing meaning in hypertext. The purpose of this volume is to lay the foundations for an approach to online language learning which draws on the analysis of digital texts and of the practices and strategies involved in using such texts. With this aim in mind, this book incorporates and draws relations between research on digital genres, autonomy, electronic literacies and language learning tasks, combining theoretical reflections with pedagogical research. The chapters in this volume, written by researchers from different academic traditions, report research concerning digital genres, new literacy skills and the design of webtasks for effective language learning. These chapters will be useful resources for researchers and doctoral students interested in the development of autonomous language learning in digital environments.

The Handbook of Technology and Second Language Teaching and Learning presents a comprehensive exploration of the impact of technology on the field of second language learning. The rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning. Its influence has been felt no less keenly in the approaches and methods of assessing learners' language and researching language teaching and learning. Contributions from a team of international scholars make up the Handbook consisting of four parts: language teaching and learning through technology; the technology-pedagogy interface; technology for L2 assessment; and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and development of technologies for language learning. It covers all aspects of language including grammar, vocabulary, reading, writing, listening, speaking, pragmatics, and intercultural learning, as well as new pedagogical and assessment approaches, and new ways of conceiving and conducting research and development. The Handbook of Technology and Second Language Teaching and Learning demonstrates the extensive, multifaceted implications of technology for language teachers, learners, materials-developers, and researchers.

Foreign Language Learning in the Digital Age addresses the growing significance of diversifying media in contemporary society and expands on current discourses that have formulated media and a multitude of literacies as integral objectives in 21st-century education. The book engages with epistemological and critical foundations of multiliteracies and related pedagogies for foreign language-learning contexts. It includes a discussion of how multimodal and digital media impact meaning-making practices in learning, the inherent potentials and challenges that are foregrounded in the use of multimodal and digital media and the contribution that (foreign) language education can provide in developing multiliteracies. The volume additionally addresses foreign language education across the formal educational spectrum: from primary education to adult and teacher education. This multifaceted volume presents the scope of media and literacies for foreign language education in the digital age and examples of best practice for working with media in formal language learning contexts. This book will be of great interest to academics, researchers, and post-graduate students in the fields of language teaching and learning, digital education, media education, applied linguistics and TESOL.