Redefining writing in the foreign language curriculum: Toward a design approach

Numerous scholars have critiqued a lack of focus on foreign language (FL) writing in the second language (L2) acquisition research base and in FL programs in the United States. This position article argues for reimagining the role of writing to maximize learners’ 21st‐century skill development and FL programs’ contributions to broader institutional missions. After discussing selected research on L2 writing and its uptake in FL curricula, an integrated pedagogy is proposed—a design approach—that incorporates insights from New Literacy Studies and L2 writing research and posits writing as a purposeful, collaborative act of communication that entails both learner agency and attention to textual conventions. Key foci of this approach are highlighted, and a description is provided of how a design approach relates to challenges in FL writing instruction. Finally, next steps in researching and implementing this approach are offered. Challenges Scholars have critiqued the lack of focus on, and low perceived value of, foreign language (FL) writing. Why is writing considered as the most problematic linguistic modality to teach? When and how do learners learn to write for specific audiences and purposes? Are collegiate FL programs offering a coherent approach that supports and motivates learners who may not envision a future reason for FL writing?