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dc.contributor.authorForbes, Karenen
dc.date.accessioned2018-09-11T11:17:38Z
dc.date.available2018-09-11T11:17:38Z
dc.identifier.issn1756-5839
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/280129
dc.description.abstractWriting is a skill which is actively taught in both first (L1) and foreign language (FL) classrooms, yet surprisingly few cross-curricular links are made. This paper, aimed at both practitioners and researchers, presents a framework for designing and implementing a strategy-based, cross-curricular approach to writing pedagogy in schools. It firstly considers the factors which should be taken into account when designing such an intervention in both L1 and FL classrooms. It then outlines the key steps in the implementation of such a programme of strategy-based instruction. To exemplify this, the paper reports on data throughout from an empirical study involving a classroom intervention of explicit strategy-based instruction which was delivered firstly in the German FL classroom, and later also in the English classroom of a Year 9 (age 13-14) class in a secondary school in England. The aim was to help students to develop their writing strategies and to encourage transfer between languages. Findings suggest that while a programme of strategy-based instruction can improve strategy use and attainment in writing within a particular language context, effects are most powerful when there is collaboration between L1 and FL teachers. Evidence therefore calls for a multilingual approach to writing pedagogy.
dc.description.sponsorshipI am grateful to the ESRC for providing funding for the PhD study from which this paper is drawn.
dc.publisherEquinox Publishing
dc.rightsAttribution 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectwritingen
dc.subjectlanguage learning strategiesen
dc.subjectcross-curricularen
dc.subjecttransferen
dc.subjectforeign languageen
dc.subjectfirst languageen
dc.titleTeaching for transfer between first and foreign language classroom contexts: developing a framework for a strategy-based, cross-curricular approach to writing pedagogyen
dc.typeArticle
prism.issueIdentifier1en
prism.publicationNameWriting and Pedagogyen
prism.volume11en
dc.identifier.doi10.17863/CAM.27494
dcterms.dateAccepted2018-03-27en
rioxxterms.versionofrecord10.1558/wap.34601en
rioxxterms.versionAM*
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/en
rioxxterms.licenseref.startdate2018-03-27en
dc.contributor.orcidForbes, Karen [0000-0001-8981-8236]
dc.identifier.eissn1756-5847
rioxxterms.typeJournal Article/Reviewen
pubs.funder-project-idESRC (1224868)
cam.issuedOnline2019-06-20en
dc.identifier.urlhttps://journals.equinoxpub.com/index.php/WAP/article/view/34601en
cam.orpheus.successMon Jul 20 08:01:55 BST 2020 - The item has an open VoR version.*
rioxxterms.freetoread.startdate2100-01-01


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Attribution 4.0 International
Except where otherwise noted, this item's licence is described as Attribution 4.0 International