Exploring Multilingual Learners' Writing Practices during an L2 and an L3 Individual Writing Task

Autor/in	Payant, Caroline
Titel	Exploring Multilingual Learners' Writing Practices during an L2 and an L3 Individual Writing Task
Quelle	In: Canadian Modern Language Review, 76 (2020) 4, S.313-334 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Multilingualism; Bilingualism; Second Language Learning; Second Language Instruction; Essays; Persuasive Discourse; Teaching Methods; Academic Language; Accuracy; Native Language; Transfer of Training; Writing (Composition); Spanish; French; English; English (Second Language); Recall (Psychology); Interference (Language); Task Analysis + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Bilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Training; Transfer; Ausbildung; Schreibübung; Spanisch; Französisch; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Abberufung; Aufgabenanalyse
Abstract	Second language (L2) writing researchers have demonstrated that bilingual writers draw on their native language to fulfill task requirements. A growing number of individuals are learning a language beyond their second, and, despite an increased interest in third/additional language (L3/Ln) development, few empirical studies have considered writing practices from a plurilingual lens. To fill this gap, nine multilingual writers (Spanish/French/English) completed two individual writing tasks (argumentative essays), one in French and one in English. The stimulated-recall interview data confirms that writing is a plurilingual activity. The participants drew on their cumulative linguistic repertoire to generate ideas, to structure their essays, and to reflect on language; however, for lexical reflections, their additional knowledge, rather than facilitate lexical accuracy, appeared to interfere with their writing experience. The findings, discussed from a plurilingual lens, confirm that individuals have fluid and partial competences of various languages which support them during academic writing tasks. Implications for cross-linguistic pedagogy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01