Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor

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Research into practice: Grammar learning and teaching (2015, unknown): “…Language Integrated Learning (CLIL) language instruction (Schleppegrell, Achugar & Oteı́za 2004), showing for example, how history as a subject is realized grammatically differently from science and of the importance of grammatical metaphor as a resource for making meaning in writing (Byrnes 2009).”
The Routledge Handbook of English for Academic Purposes (2016, background): “Instead, he argues that it also reveals the marketisation and neo-liberalisation of higher education, which is most definitely not a neutral activity (Pennycook, 1997, pp. 258–259).”
Linguistic features in writing quality and development: An overview (2020, background): “Byrnes (2009) reported that L2 German writers used more words per T-unit as a function of time spent studying German.”
The Development of Second Language Writing Complexity in Groups and Individuals: A Longitudinal Learner Corpus Study (2012, methodology): “Another important finding, facilitated by the longitudinal design, is that students who seem average based on more general complexity measures such as clause length may demonstrate speedier development of more specific measures such as the amount of nominalization (see also Byrnes & Sinicrope, 2008,”