I completed my PhD dissertation last year. It focused on L2 academic writing development among adolescent learners. I employed the Complex Dynamic Systems Theory (CDST) as the guiding framework. The presentation that would like to share is designed for both language specialists and non-language teachers, as academic literacy development is a shared responsibility across subject areas. It connects theoretical insights from applied linguistics with practical classroom strategies that enhance students’ writing, critical thinking, and language awareness. My goal is to create an interactive space for IB educators to explore concrete, evidence-based practices that support multilingual learners’ academic writing development. Session Outcome(s) By the end of the session, teachers will: 2. Know/review reusable discourse moves (e.g., This matters because…, If…, then…, To a certain extent…) to employ in class. 3. Remember why key vocabulary and sentence structures need to be explicit in subject areas. 4. Be aware of revisiting important language patterns frequently across tasks and contexts. 5. See variability in student writing as a sign of development, not failure
