Writing with 21st century social tools in the L2 classroom: New literacies, genres, and writing practices

Idoia Elola, Ana Oskoz

Research output: Contribution to journalArticlepeer-review

41 Scopus citations

Abstract

This conceptual article argues that the second language (L2) curriculum must incorporate broader notions of literacies, associated with the development of new digital genres. This article shows how the affordances of social tools can affect and enhance L2 learners’ writing practices and broaden their understanding of genre. As they become fully aware of the qualitative changes that social tools bring to the writing process, instructors will see the benefits of their integration in the L2 writing classroom. The article argues for the need to (1) question and redefine L2 writing pedagogy by reevaluating literacy, writing genres, and associated instructional practices in the L2 classroom; (2) acknowledge the acute transformation from traditional notions of literacies to notions of digital literacies; (3) recognize the affordances of social tools and argue how L2 learners can more efficiently acquire and practice digital literacies; and (4) provide pedagogical frameworks to foster L2 writing in an increasingly digital age. Finally, the article's conclusion highlights valuable avenues for future research.

Original languageEnglish
Pages (from-to)52-60
Number of pages9
JournalJournal of Second Language Writing
Volume36
DOIs
StatePublished - Jun 2017

Keywords

  • Affordances
  • Genres
  • New literacies
  • Social semiotics
  • Social tools

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