Contextual factors impacting feedback practices for non‐English L2 writing

Abstract

Within the growing body of work on L2 writing, most of the literature on teacher feedback addresses issues related to writing in English, with relatively little literature focusing on feedback in other languages. Due to the sociolinguistic status of English versus other languages, the varying roles that writing can play in target‐language instruction, language‐specific factors, and the presence of heritage language learners in some classrooms, feedback on learners writing in non‐English L2s differs in salient ways from that which instructors provide in ESL and EFL contexts. This article discusses these issues and provides suggestions for pedagogy as well as directions for future research.