Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and…

This article presents the experiences of six bilingual Spanish-English students transitioning from high school to college, highlighting the ways they theorize translation and its relationship to writing and learning. As increased attention to theories of translingualism has established translation as deeply embedded in writing processes, and…

This article presents contemporary commentary on the previously published articles "Writing for the Reader: A Problem-Solution Approach" and "Motivating Learners at South Korean Universities." Having been out of the field of English as a foreign language for several years, the author was surprised and pleased when he was asked to write some…

Despite the impact of the ESP genre-based framework of teaching discipline-specific writing to L2 learners, especially to L2 graduate students, the writing performance of learners in such a framework is still not fully explored. In this paper, I analyze three article introductions written by a Chinese-speaking graduate student in electrical…

Examines the history of process and post-process in composition studies, focusing on ways in which terms, such as "current-traditional rhetoric,""process," and "post-process" have contributed to the discursive construction of reality. Argues that use of the term post-process in the context of second language writing needs to be guided by a…

Introduces this special issue of the journal and discusses the notion of "post-process." Investigates four components of Trimbur's (1994) definition of post-process, reviews studies in first and second language writing/literacy research that have attempted to move beyond process pedagogy and theory, and concludes with a summative definition of…

Reprints a 1990 article from this journal describing the central role that narrative--story--plays in language learning, using the example of two young men (a Cambodian immigrant and an American) working together. Updates the article with an Afterword commenting on the earlier piece. (SR)

Discusses writing and literacy in the domain of applied linguistics. Focus is on needs analysis for literacy acquisition; second language learner identity; longitudinal studies as extensions of identity work; and applied linguistics contributions to second language literacy research. (Author/VWL)

This article discusses peer editing and how it can be used at any level of foreign language learning to check syntax or content problems. Application in the classroom shows that peer editors can help detect writing problems of their classmates. (Contains 17 references.) (JL)

Discusses selected theories of second-language acquisition and their implications for developing a computer-assisted language-learning tool for learners of German,"Textana." Textana was planned as a generic text production tool to provide help to learners in outlining, editing, and postediting texts in German as a foreign language. (Author/VWL)

Analyzes the strengths and weaknesses of product, process, and genre approaches to writing in terms of their view of writing and how they see the development of writing. Argues that the three approaches are complementary, and identifies an approach that is informed by each of them. (Author/VWL)

Argues that three familiar areas of inquiry in future second language (L2) writing research need to be investigated in more sociopolitically-oriented ways: written products, writing processes, and writer identity, and that qualitative case studies are well suited to explore the extraordinary diversity of L2 writers and writing contexts from an…

Process approaches are defined and their roles in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) writing instruction are discussed. Three different meanings of process are reviewed, the ESL/EFL writing literature is analyzed, and some problems in implementing process writing pedagogy are identified. (Contains 135…

Adapting the use of writing stations to the Latin classroom makes the process of reading and editing an integral part of the process of language instruction and learning. Suggests that whether used in the foreign language classroom or the English classroom, the use of writing stations makes the processes of editing and rewriting less tedious and…

Describes theoretical concerns about providing written teacher feedback on mid-drafts of compositions in English-as-Foreign-Language process writing. (Author/VWL)