Second Language Teaching: Focus on Switzerland

Abstract

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This issue of Babylonia (3/2015) centers on the multifaceted role of writing in language education, addressing pedagogical, linguistic, and technological dimensions. It examines how writing can be taught, assessed, and supported in different educational contexts, particularly in multilingual and multicultural environments.

A major theme is the need to shift writing instruction beyond simple transcription or product-oriented practices. Several contributions emphasize writing as a process, involving prewriting, drafting, revising, and reflecting. This process-oriented approach is framed as essential for both first and second language acquisition.

Another key focus is the integration of writing into broader language competencies. Writing is not treated in isolation but as interconnected with speaking, reading, and listening. For instance, articles demonstrate how writing activities can support vocabulary development, grammatical awareness, and critical thinking.

The issue also explores digital media and writing, including collaborative writing environments, blogs, and multimodal literacies. These tools are seen as opportunities to engage learners, diversify tasks, and facilitate peer feedback and revision. However, authors caution that these approaches require thoughtful implementation and teacher training.

Attention is also given to the assessment of writing, with several contributions discussing formative vs. summative methods, rubrics, and self-evaluation. One article presents an innovative assessment system that uses learner portfolios and peer review.

Multilingualism is a recurring thread: writing in plurilingual classrooms is treated as a space for identity negotiation, intercultural dialogue, and cross-linguistic transfer. Some contributions highlight the pedagogical value of allowing students to draw on their entire linguistic repertoires, rather than restricting them to the language of schooling.

Key contributions include:

• A reflection on the cultural positioning of writing across languages.
• A project involving cooperative writing among plurilingual students in Switzerland.
• An article on the use of digital storytelling to develop writing and oral expression.
• A detailed case study on scaffolding academic writing in French as a second language.
• A report on multilingual writing workshops aimed at building linguistic awareness and agency.

In sum, this issue promotes a holistic, inclusive, and dynamic view of writing instruction, aiming to foster not only linguistic proficiency but also learner autonomy, intercultural competence, and academic success.