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Analysing foreign language instructional materials through the lens of the multiliteracies framework

Analysing foreign language instructional materials through the lens of the multiliteracies framework

 Menke, Mandy R.
 Taylor & Francis Group, 2019.
 UK : p. 34-49 ; 26 cm. English ISSN: 07908318
Tiếng AnhLanguage and cultureLanguage educationGiảng dạy ngôn ngữEnglish languageLiteracyMultiliteracies frameworkMaterials analysis+ 3 từ khóa
Tác giả CN Menke, Mandy R.
Nhan đề Analysing foreign language instructional materials through the lens of the multiliteracies framework / Mandy R. Menke, Kate Paesani.
Thông tin xuất bản UK : Taylor & Francis Group, 2019.
Mô tả vật lý p. 34-49 ; 26 cm.
Tóm tắt Literacy, understood as a socially situated process of making meaning from texts, has been offered as a conceptual solution to collegiate foreign language curricular divisions, and multiliteracies pedagogy as a means of implementing that solution. Within multiliteracies pedagogy, the knowledge processes framework [Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies (2nd ed.). Melbourne: Cambridge University Press] facilitates deep engagement with texts and development of advanced language and literacy skills. As more programmes adopt this conceptualisation of literacy as a programmatic goal, additional research is needed to understand how this framework is applied in materials design and implementation. In response, this article documents the materials analysis of multiliteracies lesson plans developed as part of a revised lower-level collegiate Spanish curriculum. Using the knowledge process framework as an analytical lens, study participants examined 25 lessons targeting interpretive communication from two different courses. Results reveal an overwhelming emphasis on the knowledge process of experiencing; the knowledge processes of conceptualising, analysing, and applying occur much less frequently. The authors discuss conceptual and pedagogical factors contributing to the findings and implications for teacher development and student learning in collegiate foreign language contexts.
Thuật ngữ chủ đề Tiếng Anh-Giảng dạy
Từ khóa tự do Language and culture
Từ khóa tự do Language education
Từ khóa tự do Tiếng Anh
Từ khóa tự do Giảng dạy ngôn ngữ
Từ khóa tự do English language
Từ khóa tự do Literacy
Từ khóa tự do Multiliteracies framework
Từ khóa tự do Materials analysis
Từ khóa tự do Collegiate foreign language
Từ khóa tự do Phân tích tài liệu
Từ khóa tự do Khung đa phương
Nguồn trích Language, Culture and Curriculum- Vol. 32, No. 1/2019
MARC
Hiển thị đầy đủ trường & trường con
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100[1 ] |a Menke, Mandy R.
245[1 0] |a Analysing foreign language instructional materials through the lens of the multiliteracies framework / |c Mandy R. Menke, Kate Paesani.
260[ ] |a UK : |b Taylor & Francis Group, |c 2019.
300[ ] |a p. 34-49 ; |c 26 cm.
520[ ] |a Literacy, understood as a socially situated process of making meaning from texts, has been offered as a conceptual solution to collegiate foreign language curricular divisions, and multiliteracies pedagogy as a means of implementing that solution. Within multiliteracies pedagogy, the knowledge processes framework [Kalantzis, M., Cope, B., Chan, E., & Dalley-Trim, L. (2016). Literacies (2nd ed.). Melbourne: Cambridge University Press] facilitates deep engagement with texts and development of advanced language and literacy skills. As more programmes adopt this conceptualisation of literacy as a programmatic goal, additional research is needed to understand how this framework is applied in materials design and implementation. In response, this article documents the materials analysis of multiliteracies lesson plans developed as part of a revised lower-level collegiate Spanish curriculum. Using the knowledge process framework as an analytical lens, study participants examined 25 lessons targeting interpretive communication from two different courses. Results reveal an overwhelming emphasis on the knowledge process of experiencing; the knowledge processes of conceptualising, analysing, and applying occur much less frequently. The authors discuss conceptual and pedagogical factors contributing to the findings and implications for teacher development and student learning in collegiate foreign language contexts.
650[1 7] |a Tiếng Anh |x Giảng dạy
653[0 ] |a Language and culture
653[0 ] |a Language education
653[0 ] |a Tiếng Anh
653[0 ] |a Giảng dạy ngôn ngữ
653[0 ] |a English language
653[0 ] |a Literacy
653[0 ] |a Multiliteracies framework
653[0 ] |a Materials analysis
653[0 ] |a Collegiate foreign language
653[0 ] |a Phân tích tài liệu
653[0 ] |a Khung đa phương
773[ ] |t Language, Culture and Curriculum |g Vol. 32, No. 1/2019
890[ ] |a 0 |b 0 |c 0 |d 0