Abstract
Writing is a skill which is actively taught in both first (L1) and foreign language (FL) classrooms, yet surprisingly few cross-curricular links are made. This paper, aimed at both practitioners and researchers, presents a framework for designing and implementing a strategy-based, cross-curricular approach to writing pedagogy in schools. It first considers the factors which should be taken into account when designing such an intervention in both L1 and FL classrooms. It then outlines the key steps in the implementation of such a programme of strategy-based instruction. To exemplify this, the paper reports on data throughout from an empirical study involving a classroom intervention of explicit strategy-based instruction which was delivered first in the German FL classroom, and later also in the English classroom of a Year 9 (age 13–14) class in a secondary school in England. The aim was to help students to develop their writing strategies and to encourage transfer between languages. Findings suggest that while a programme of strategy-based instruction can improve strategy use and attainment in writing within a particular language context, effects are most powerful when there is collaboration between L1 and FL teachers. Evidence therefore calls for a multilingual approach to writing pedagogy. 
 <a rel="license" href="http://creativecommons.org/licenses/by/4.0/"><img alt="Creative Commons Licence" style="border-width:0" src="https://i.creativecommons.org/l/by/4.0/80x15.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by/4.0/">Creative Commons Attribution 4.0 International License</a>.
Highlights
Developing the ability to communicate effectively in writing is a skill which permeates the entire school curriculum and one which is vitally important for future success in the workplace
The process of developing such a strategy-based, cross-curricular approach to writing pedagogy, along with the resulting findings, suggest that while a programme of strategy-based instruction (SBI) is beneficial within a particular language context, effects are most powerful when there is collaboration between L1 and foreign language (FL) teachers
White and Busque (2015) found that when the first language and second language (L2) teachers in their study collaborated in the teaching of reading strategies at a school in Francophone Canada, the students became more effective at self-monitoring their reading in both languages
Summary
Developing the ability to communicate effectively in writing is a skill which permeates the entire school curriculum and one which is vitally important for future success in the workplace. Within the context of secondary school language classrooms, developing competence in writing represents a particular challenge for many learners, in a foreign language, but often in their native language. While first language (L1) and foreign language (FL) teachers in secondary schools in England both assume some responsibility for teaching writing, they often have very different approaches and priorities. The aim of this paper is to present a framework for designing and implementing a strategy-based, cross-curricular approach to writing pedagogy, where secondary school English and FL teachers work together to encourage connection-making and improve writing skills across language contexts
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