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Acknowledgements

Some say that raising a child takes a village, and I think the same can probably be said for writing a book! This has been a long time in the making, and the PhD study on which this book is based would never have happened without the unwavering support and wisdom of my long-suffering supervisor, colleague, mentor and friend, Linda Fisher. The fact that it was ultimately turned into a book is largely down to the encouragement of Michael Evans. Thank you both! I am also incredibly grateful to the Economic and Social Research Council for funding this project.

Thank you also to Yongcan Liu and to all of my current and former students who have acted as sounding boards for ideas over the years. And, of course, to my mum and dad for their constant encouragement and understanding.

I would also like to give special thanks to the anonymous reviewer for their incredibly valuable suggestions and to the wonderful team and series editors at Multilingual Matters for all of their guidance and patience and for making this process so smooth.

And most of all, I am indebted to the superb teachers and students who so willingly agreed to take part in this study – this would not have been possible without you.

Thank you also to De Gruyter for permission to build on aspects of the following paper in this book:

Forbes, K. and Fisher, L. (2020) Strategy development and cross-linguistic transfer in foreign and first language writing. Applied Linguistics Review 11 (2), 311–339. https://doi.org/10.1515/applirev-2018-0008

This book also draws on aspects of the following studies published under a Creative Commons Attribution license:

Forbes, K. (2018) ‘In German I have to think about it more than I do in English’: The foreign language classroom as a key context for developing transferable metacognitive strategies. In Å. Haukås, C. Bjørke and M. Dypedahl (eds) Metacognition in Language Learning and Teaching (pp. 139–156). Abingdon: Routledge.

Forbes, K. (2019a) Teaching for transfer between first and foreign language classroom contexts: Developing a framework for a strategy-based, cross-curricular approach to writing pedagogy. Writing and Pedagogy 11 (1), 101–126. doi:10.1558/wap.34601

Forbes, K. (2019b) The role of individual differences in the development and transfer of writing strategies between foreign and first language classrooms. Research Papers in Education 34 (4), 445–464. doi:10.1080/02671522.2018.1452963