Second Language Writing: Theorizing in Instructional Research P–12

Abstract

& Second language (L2) writing research embraces a plurality of epistemological stances, theories, and occasionally, competing paradigms. Some researchers ask whether it is possible, or even desirable, to develop a comprehensive theory of second language writing (e.g., Matsuda, Silva, Hanson, & Mallett, 2006). This is an important question in view of the fact that students learn their L2 under different circumstances within any given country and across the world (e.g., mandated L2 learning, elective foreign language, L2 imposed as a result of migration, etc.). Theorizing in L2 writing has implications for