Cross-Linguistic Transfer of Writing Strategies. Karen Forbes

were much more likely to engage in problem-solving strategies, such as asking for help or referring to notes or a dictionary, when writing in German and French, which is not surprising given their much lower proficiency in the FLs.

      •Students identified a wider range of evaluation strategies in English, even though they were aware that they were much more likely to make mistakes when writing in German or French.

Conclusion

      The aim of this chapter was to consider the relative position of L1 and FLs from a range of perspectives: at the national level an overview was provided of curricula documents from a range of Anglophone countries, and at the level of the individual the perspectives of teachers and students were considered. Similar themes emerged at each of these levels which suggest considerable disparities between the ways in which English and FLs are positioned in the curriculum, taught by teachers and perceived by learners. Such segregation between these language-related subjects in schools may hinder students from making connections between these contexts which might, in turn, inhibit them from using the skills and strategies they develop in one to help in another. As such, one of the key objectives at the heart of this book is to encourage more joined-up ways of thinking about language across the curriculum by developing students’ awareness and use of language learning strategies.