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Although research about group interactions during second or foreign language (L2 or EFL) collaborative writing has proliferated in the last few decades, little is known about the role of psychological factors, like learners’ knowledge about collaborative writing, in affecting students’ patterns of interaction and learning in collaborative writing. Informed by metacognitive theory, this study used a mixed-method approach to investigate whether and how L2 students’ knowledge about collaborative writing affected their participation (patterns of interaction) and learning (languaging opportunities) during the collaborative writing process. Two parallel classes (one with explicit collaborative writing knowledge taught; one without) were compared and multiple sources of data (interviews, reflective journals, pair talk) were analysed for patterns of interaction, quality and quantity of language-related episodes (LREs). The statistical analyses of the data indicated that the participants who were provided more exposure to knowledge about collaborative writing tended to exhibit more collaborative patterns of interaction and produce more LREs. Qualitative analyses revealed that knowledge about collaborative writing affected participation and learning during three distinct stages: planning, writing, and revising. This study fills a gap in collaborative writing research to include a metacognitive theory perspective and sheds new light on L2 collaborative writing pedagogy.

Promoting family learning around science represents an important opportunity to reinforce science learning during outof-school time. Evidence suggests that parent-child discourse around science can promote inferential thinking by children and help solidify their understanding of science concepts. While teacher professional development that promotes the type of discourse that encourages student inquiry is trending, interventions that assist parents in developing the same types of learning talk skills are scarce. In this descriptive study, family discourse was observed at a series of events at community centers that promote science learning, such as the zoo and the library. These events were part of a large-scale professional development program designed to transform teaching and learning around PK-3 science. Families were scored on their interaction, discourse, and use of "talk moves" using the Discourse, Interaction, and Inquiry in Family Science rubric. The results demonstrate that the events promoted family discourse and interaction in a manner dependent on the activity context. Implications for teachers and design of family science learning activities are discussed.

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