Learners are influenced by their prior experiences and practice with genres, they have

difficulty transferring
genre knowledge across settings and contexts, and they make use of implicit exposure to
genre and more explicit
textual resources such as written models to learn new genres.
Tardys analysis also suggests that second language
writers differ from those who write in their first languages in that mentoring relationships
may be more complicated for
L2 writers and their teachers, composing processes differ due to the use of the L1 and
contextual factors, and learners
participation in oral interactions about writing may be limited (if the L2 is the language of
interaction) or expanded (if
interactions occur bilingually) depending on the instructional context. Additionally, L2
writers may want more explicit
instruction related to the genres in which they are writing. Due to a scarcity of research
into writing at the secondary
level (Juzwik et al., 2006) and in relation to genre (Tardy, 2006, 2009), more research is
needed to understand the
extent to which these general trends outlined above apply to adolescent L2 writers as
they learn written genres in
formal secondary schooling contexts.

(Kibler, 2011)