Implementing Collaborative Writing Tasks in Multilingual Classrooms: (The Michigan Series on Teaching Multilingual Writers)

In recent decades, interest in implementing collaborative writing—having two or more writers work on a joint composition—has been propelled by rapid developments in social software and moves toward online teaching. Mimi Li and Neomy Storch have drawn from their extensive research and teaching expertise on collaborative writing to re-evaluate the pedagogical practices of collaborative writing and inform readers about how diverse ways of implementing collaborative writing (across modes, genres, tasks, learning contexts) can facilitate multilingual students’ language learning and writing development in the digital age. With clear visuals and concrete examples of different types of collaborative writing tasks—including multimodal writing and collaborative reading for writing tasks—the book invites readers to consider the kind of decisions that need to be taken when implementing collaborative writing (e.g., group size, how to allocate students) and when assessing collaborative writing. In connecting frontier pedagogical knowledge to practice, Implementing Collaborative Writing Tasks in Multilingual Classrooms will help educators to implement collaborative writing activities in their various contexts. Throughout the book, readers will find: Research-informed, pedagogy-oriented lessons on why and how to implement and assess collaborative writing in multilingual classrooms. Cutting-edge pedagogical knowledge that distinguishes the different modes of implementing collaborative writing (e.g., face-to-face, via computer-mediated communication, and a hybrid approach). Key practical suggestions for teachers. Tips on how to incorporate artificial intelligence in collaborative writing activities. Recommendations for further research that can be helpful for practitioners, teacher educators, or graduate students.

Table of Contents:
List of Figures List of Tables Introduction 1. Overview of Collaborative Writing 2. Modes of Collaborative Writing 3. Collaborative Writing Tasks 4. Patterns of Interaction and Implementing Collaborative Writing 5. Assessing Collaborative Writing Conclusion References Index

About the Author :
Mimi Li is Associate Professor of Applied Linguistics/TESOL at East Texas A&M University. Neomy Storch is Associate Professor in ESL and Applied Linguistics (currently Honorary) at the University of Melbourne.

Review :
“Implementing Collaborative Writing Tasks in Multilingual Classrooms offers comprehensive and updated coverage of collaborative writing as well as clear pedagogical suggestions. This will be a go-to book for everything one needs to know about collaborative writing in the L2 writing classroom.” “Li and Storch cover the fundamentals of collaborative writing (CW), its benefits for language learning and writing development, and different modes for implementing it. Moreover, they review different types of CW tasks and the patterns of interaction they generate and offer insights on assessing CW products and processes. With concrete examples and well-organized, informative tables, the book will be extremely relevant for practitioners in multilingual settings. Highly engaging reading!” “This groundbreaking monograph offers an up-to-date synthesis of research and practice on collaborative writing in multilingual classrooms. With its comprehensive coverage of a wide range of relevant topics and strong pedagogical focus, it stands out as a valuable contribution and an essential resource for both preservice and inservice teachers, as well as teacher educators.” “With its pedagogical orientation, practical perspective, and concrete examples backed by research, Implementing Collaborative Writing Tasks provides the perfect overview to the topic. Li and Storch walk readers through the process of preparing students, conducting collaborative writing, and assessing resultant products and processes. Clear tables and sections focusing on suggestions for teachers make this a perfect resource for anyone who works with language learners or multilingual writers.”