Toward a theory of adaptive transfer: Expanding disciplinary discussions of “transfer” in second-language writing and composition studies

In this paper, we argue that discussions of transfer in L2 writing and composition studies have focused primarily on the reuse of past learning and thus have not adequately accounted for the adaptation of learned writing knowledge in unfamiliar situations. In an effort to expand disciplinary discussions of transfer in L2 writing and composition studies, this study theorizes a construct forged from collective insights on transfer of learning in the fields of educational psychology, education, and human resource development—namely, adaptive transfer. We define adaptive transfer as the conscious or intuitive process of applying or reshaping learned writing knowledge in new and potentially unfamiliar writing situations. Because adaptive transfer acknowledges both the reuse and the reshaping of prior writing knowledge to fit new contexts, this framework could have important implications for L2 and L1 writing pedagogies and research in the areas of contrastive rhetoric, English for academic purposes, and writing across the curriculum.

► We theorize adaptive transfer as an alternative to traditional transfer. ► Adaptive transfer accounts for how writers reshape and reuse writing knowledge. ► We demonstrate the need for mixed methods in transfer research. ► Adaptive transfer can benefit L1 and L2 writing research and pedagogy.