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Assessing Digital L2 Writing: Challenges with New Tools and New Genres


 
Dublin Core PKP Metadata Items Metadata for this Document
 
1. Title Title of document Assessing Digital L2 Writing: Challenges with New Tools and New Genres - Digital L2 Writing Literacies
 
2. Creator Author's name, affiliation, country Ana Oskoz; University of Maryland Baltimore County; United States
 
2. Creator Author's name, affiliation, country Idoia Elola; Texas Tech University; United States
 
3. Subject Discipline(s) Linguistics
 
4. Subject Keyword(s) heritage language learners; heritage language learners’ writing; identity; heteroglossia; diverse linguistic contexts; heritage and foreign language writing practices
 
5. Subject Subject classification English as a Second Language (ESL); English as a Foreign Language (EFL); Second Language Acquisition (SLA)
 
6. Description Abstract This chapter focuses on the development of L2 learners’ and heritage language learners’ identities as writers. To date, there is limited knowledge on writing and digital literacies’ integration with the teaching of languages to heritage speakers, which indicates the need for solid guidelines and recommendations for future research and pedagogical decisions. This chapter, following sociolinguistic and sociocultural theoretical frameworks, explains how contextual factors (such as linguistic background, dialects, and mixed populations in the same classroom) and digital literacies enrich HL and L2 language learners’ socialization and identity development. It also shows how L2 and HL learners’ self-perceptions might shift from feeling inexperienced or inadequate to becoming experts as they construct their identities as L2 writers (King, 2015; Sauro, 2014). After discussing the impact that digital literacies have on L2 and HL writers’ writing practices and the development of their own voices, the chapter examines how literacies influence pedagogical and practical considerations in these educational settings. Examples of tasks and writing approaches shaped by learners’ diverse needs, identity, and interests, as well as implications for classroom practice, are included. Finally, a call for future research and pedagogical innovation with diverse populations is addressed.
 
7. Publisher Organizing agency, location Equinox Publishing Ltd
 
8. Contributor Sponsor(s)
 
9. Date (YYYY-MM-DD) 01-Aug-2020
 
10. Type Status & genre Peer-reviewed Article
 
11. Type Type
 
12. Format File format PDF
 
13. Identifier Uniform Resource Identifier https://journals.equinoxpub.com/books/article/view/34291
 
14. Identifier Digital Object Identifier 10.1558/equinox.34291
 
15. Source Journal/conference title; vol., no. (year) Equinox eBooks Publishing; Digital L2 Writing Literacies
 
16. Language English=en en
 
18. Coverage Geo-spatial location, chronological period, research sample (gender, age, etc.)
 
19. Rights Copyright and permissions Copyright 2014 Equinox Publishing Ltd