Writing in Non-Native Language: What We Know, What We Need to Know.

A review of the literature on writing in a non-native or second language looked at empirical research, responded to a series of questions on the state of the art, and identified an agenda for future research. The questions addressed these issues: how writing ability in a non-native language (NNL) develops: whether there are developmental stages; levels of writing skill development that can be expected at different stages of NL learring; the relationship between development of NNL writing ability and other NNL skills; the relationship of the process of NNL writing and the first-language writing process; the intersection of language skills and composing skills; the influence of native culture and cultural experience on NNL writing; the effects of instruction on development of and performance in NNL writing; and the issues of affect, including identity and voice, specific to NNL writing. Analysis led to identification of research priorities in the areas of sampling, methodology, and topics. Recommendations include the following: broader age sampling and research on second languages other than English; greater attention to diglossia, code-switching, computer use, and affective issues; and more longitudinal studies and attention to specificity and context of writing tasks. A 134-item bibliography is included. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Writing in Non-Native Language: What We Know, What We Need to Know Sandra R. Schecter University of California, Berkeley Linda A. Harklau University of Rochester O( PT Do Poi" ccii; uul-n OU Y Kiss(of "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). " October '1992 2 BEST COPY MIKE U.3. DEPARTMENT OF EDUCATION Office of Educational Research and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) S document has been reproduced as eived from the pen, ^n or Organization Originating it r Minor changes have been made to improve reproduction quality Points ot view or ooiniOns slated in this document do not necessarily represent Whoa' OERI position or policy Writing in a Non-Native Language: What We Know, What We Need to Know' Historically, second language acquisition research has focused largely on the development of spoken language. The role of literacy has been treated as a peripheral concern. Moreover, until recently, in what research existed on literacy in a non-native language, "literacy" was often construed to mean reading. The past few years have seen explosive growth in research interest in writing in a non-native language--witness, for example, the field has recently acquired its own journal and we felt that this was an especially appropriate time to take stock, to get a clear picture of exactly what has been empirically documented about writing in a non-native language up to this point, and the sorts of theories and thinking that have guided our inquiry thus far. In reviewing the literature, we sought pieces in which data were collected and analyzed. ' We did not include articles in which the primary intent was to describe (or prescribe) pedagogical approaches or curriculum. Nor did we review work devoted exclusively to advocating a particular political or philosophical stance. That is not to say that we regarded these pieces as unimportant to the field. On the contrary, some of this work clearly has been influential in shaping the paths of inquiry that the field has taken. However, we wanted to center our review around empirical findings, thus avoiding the pitfall where the musings of scholars appearing in print become instantiated as truths in subsequent discussions. Upon summarizing the various studies' findings, we then asked ourselves, as educators concerned with the writing abilities needed by linguistic minority students to Writing in a non-native language: What we know, what we need to know 2 succeed in our schools and workplaces, to articulate an agenda of fundamental questions about non-native language writing the answers to which both researchers and practitioners believe are crucial to the academic success of linguistic minority students. We decided on