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The development of sentence complexity in the writing of young learners of L3 Spanish in Norway

This article explores the development of sentence complexity in the writing of young learners of Spanish as the third language (L3) learned in Norwegian schools. Learning to write in a foreign language is a complex process, and a novice learner will start to write simple sentences that develop over time. To track this development, the present study investigates texts written by learners of Spanish from the first and second year of upper secondary school (school years 11-12, ages 16-17) as their ordinary schoolwork. The texts are collected as part of the TRAWL (Tracking Written Learner Language) corpus and show how learners write in an authentic school context. To address sentence developmen…

Design and construction of the Tracking Written Learner Language (TRAWL) Corpus: A longitudinal and multilingual young learner corpus

This article describes the design and construction of the Tracking Written Learner Language (TRAWL) Corpus. The corpus combines several features that are all rare for learner corpora: it is longitudinal, following individual pupils over several years; it has data from young learners from school years 5 to 13 (ages 10–18); it is multilingual, containing learners’ texts in several L3s (French, German and Spanish), L2 English and L1 Norwegian; and it includes teacher comments on a number of the texts. In addition, some of the texts exist in both a first and a second revised version, all tied to a rich set of meta-data. Not only does such a corpus offer new possibilities for research on languag…