Cross-Linguistic Transfer of Writing Strategies

Regular price €112.99
A01=Karen Forbes
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Author_Karen Forbes
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Category1=Non-Fiction
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Category=CJCW
COP=United Kingdom
cross-linguistic transfer
crosslinguistic influence
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foreign language writing
language education
language pedagogy
language transfer
language writing strategies
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linguistic transfer
multilingual approach to writing pedagogy
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Price_€100 and above
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SLA
softlaunch
strategy use
writing in the language classroom

Product details

  • ISBN 9781788929745
  • Weight: 468g
  • Dimensions: 156 x 234mm
  • Publication Date: 19 Oct 2020
  • Publisher: Multilingual Matters
  • Publication City/Country: GB
  • Product Form: Hardback
  • Language: English
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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.

Karen Forbes is a Senior Lecturer in Second Language Education in the Faculty of Education, University of Cambridge, UK. She previously taught modern languages in a secondary school in England and has also taught English as a foreign language in Spain and China. Her current research interests include the development and cross-linguistic transfer of language learning strategies, and the influence of multilingual identity on foreign language learning.