Internet-based Sister Classes and Writing

Abstract

In this article, two case studies of Internet-based sister classes designed to foster second language learning are described with a focus on student writing. Writing is examined within the context of social constructivist and transformative orientations to pedagogy. In the context of these pedagogical orientations, writing is initially analyzed as communication within an environment that merges writing with speaking and also promotes changes in pedagogy. These pedagogical changes enable students’ writing to become a vehicle for generating new knowledge, creation of literature, and critical examination of social realities relevant to students’ lives.