Summary
Contents
Subject index
This Handbook critically examines research and theoretical issues that impact writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.
Section IV
Section IV
Introduction
Challenges in Writing Development
Section IV of the Handbook examines some of the most salient challenges in research and scholarship in writing development. It begins with the key transformation in the field brought about by multilingualism. In Chapter 31, Paul Kei Matsuda, Christina Ortmeier-Hooper, and Aya Matsuda review work on the expansion of second language writing. The chapter uses the term ‘second language’ (or L2 for short) to include ‘second language-learning’, where a nonnative language is learned in a context where the target language is dominant. The chapter also uses the term to include ‘foreign language-learning’, where a nonnative language being learned in a context where the target language is not dominant. The field of second language-writing research has grown as a result ...
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