In the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.
表中的内容
Acknowledgements
Chapter 1. Introduction
Chapter 2. The Position of First Language and Foreign Language Learning in Schools
Chapter 3. An Overview of Strategy Research and the Role of LLSI
Chapter 4. Considerations for Researching the Effects of a Cross-Linguistic Intervention of LLSI
Chapter 5. Teaching for Transfer: Developing a Cross-Linguistic Approach to LLSI
Chapter 6. An In-depth Exploration of Patterns of Strategy Development in FL and L1 Writing
Chapter 7. Exploring the Cross-Linguistic Transfer of Strategies
Chapter 8. Negotiating LLSI: Individual Trajectories
Chapter 9. The Role of Learners’ Individual Differences
Chapter 10. Reflecting Back and Looking Forward: Implications and Conclusions
Appendix A: Student Questionnaire
Appendix B: Writing Strategy Task Sheet
References
Subject Index
Author Index
关于作者
Karen Forbes is a Lecturer in Second Language Education in the Faculty of Education, University of Cambridge, UK. She is the editor of the Cambridge Journal of Education. Her research interests include the development and cross-linguistic transfer of language learning strategies, and the influence of multilingual identity on foreign language learning.
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