In this article I aim to explore ways in which affinity spaces (Gee, 2004) can be adapted for English language instruction. Affinity spaces attract participants who enthusiastically share their passions, such as popular culture, video games, or literature. Researchers have found that affinity spaces contribute to improvements in reading (Steinkuehler, ComptonLilly, & King, 2010) and writing (Black, 2007) literacy of both native English speakers and ELLs. Previous research has explored applications of these spaces in language instruction including incorporating topics from popular culture in courses and engaging students in online writing (Sauro & Sundmark, 2016). Other adaptations used the online content of affinity spaces as materials for language analysis in the classroom (Thorne & Reinhardt, 2008). I break down the characteristics of affinity spaces (Gee & Hayes, 2012) and propose them as a framework aimed to harness the benefits of affinity spaces for English language classroom adaptation. These practical applications include studentselected course activity topics, sharing student writing online, and taking on leadership roles in an online environment. HARNESSING WRITING IN THE WILD 2

中文翻译：

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在野外利用写作：亲和空间在英语语言教学中的实际应用

在这篇文章中，我的目标是探索亲和空间（Gee，2004）可以适用于英语语言教学的方式。亲和空间吸引了热情分享他们的激情的参与者，例如流行文化、视频游戏或文学。研究人员发现，亲和空间有助于提高母语为英语的人和 ELL 的阅读（Steinkuehler、ComptonLilly 和 King，2010 年）和写作（Black，2007 年）读写能力。先前的研究探索了这些空间在语言教学中的应用，包括将流行文化主题纳入课程并让学生参与在线写作（Sauro 和 Sundmark，2016 年）。其他改编使用亲和空间的在线内容作为课堂语言分析的材料（Thorne & Reinhardt, 2008）。我分解了亲和空间的特征（Gee & Hayes，2012），并将它们作为一个框架，旨在利用亲和空间的好处来适应英语课堂。这些实际应用包括学生选择的课程活动主题、在线共享学生写作以及在在线环境中担任领导角色。驾驭野外写作 2