ABSTRACT
This chapter examines second language (L2) writing through the lens of sociocultural theory with a particular emphasis on how this theory promises to provide new and informative ways to understand L2 writers who have been labeled as at risk for writing achievement. I begin with a short critique of the term “at risk” followed by an overview of current research of writing strategies, collaborative peer-to-peer writing, and writing support viewed through activity theory (Engeström, 1987, 1999), the zone of proximal development (ZPD) (Vygotsky, 1980), and social networking theory (Milroy, 1987; Marin & Wellman, 2011). The chapter describes how these theories provide new ways to understand the people, resources, and actions involved in writing between “novice” and “expert” writers and identifies a variety of common research methods used in L2 writing research. Recommendations for educators are also provided and include the importance of learning about students’ writing practices, involving students in collaborative writing activities, and helping students develop an awareness of the writing process and the need to see themselves as writers. The chapter concludes with a call for future research that investigates an L2 writer’s social support systems, learning opportunities, and the challenges of transitioning from high school to college.
