The role of writing in classroom second language acquisition

This paper argues that writing should play a more prominent role in classroom-based studies of second language acquisition. It contends that an implicit emphasis on spoken language is the result of the historical development of the field of applied linguistics and parent disciplines of structuralist linguistics, linguistic anthropology, and child language development. Although writing as a communicative modality has been marginalized, it is key to understanding second language acquisition in contexts such as elementary and secondary level content area classrooms where literacy plays a central role in communication and transmission of subject matter. In all, the paper argues that while it is important for classroom-based studies to investigate how students learn how to write in a second language, it is equally important to learn how students learn a second language through writing. Implications of this perspective are noted for notions of learner and target language variation, multimodality and language socialization, and interactionist approaches to classroom research. (C) 2002 Elsevier Science Inc. All rights reserved.