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Analysing foreign language instructional materials through the lens of the multiliteracies framework / Mandy R. Menke, Kate Paesani.
// Language, Culture and Curriculum Vol. 32, No. 1/2019 UK : Taylor & Francis Group, 2019.p. 34-49 ; 26 cm.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.
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Does education for intercultural citizenship lead to language learning? / Melina Porto
// Language, Culture and Curriculum Volume 32, No 1/2019 2019p.16-33 This paper reports a bilateral university project designed to promote intercultural citizenship and foreign language development simultaneously. It is concerned with developing active and responsible citizenship through content-language integrated learning within an ordinary foreign language classroom. The need and rationale for broadening the scope of language courses and combining them with intercultural citizenship or human rights education has been explained elsewhere and empirical studies reporting on classroom practice are recently available. These studies have connected both types of education (language and citizenship/human rights) and have demonstrated growth in self and intercultural awareness, in criticality and social justice responsibility, as well as the emergence of a sense of community of international peers during the projects. However, the concern remains as to whether this combination leads to language learning and this article addresses this issue. The article describes one transnational intercultural citizenship project in the foreign language classroom in Argentina and the UK and focuses on the research question: Does an intercultural citizenship project lead to language learning? Findings – taken from the Argentinean data – show that students developed procedural knowledge by using the foreign language with a genuine need, engaged in multiliteracies practices and developed their plurilingual competence within a translingual orientation.
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Does education for intercultural citizenship lead to language learning? / Melina Porto.
// Language, Culture and Curriculum Vol.32, No1/2019 UK : Taylor & Francis Group, 2019.p. 16-33 ; 26 cm.This paper reports a bilateral university project designed to promote intercultural citizenship and foreign language development simultaneously. It is concerned with developing active and responsible citizenship through content-language integrated learning within an ordinary foreign language classroom. The need and rationale for broadening the scope of language courses and combining them with intercultural citizenship or human rights education has been explained elsewhere and empirical studies reporting on classroom practice are recently available. These studies have connected both types of education (language and citizenship/human rights) and have demonstrated growth in self and intercultural awareness, in criticality and social justice responsibility, as well as the emergence of a sense of community of international peers during the projects. However, the concern remains as to whether this combination leads to language learning and this article addresses this issue. The article describes one transnational intercultural citizenship project in the foreign language classroom in Argentina and the UK and focuses on the research question: Does an intercultural citizenship project lead to language learning? Findings – taken from the Argentinean data – show that students developed procedural knowledge by using the foreign language with a genuine need, engaged in multiliteracies practices and developed their plurilingual competence within a translingual orientation.
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Exploring native English teachers’ and native Chinese teachers’ assessment of interpreting / Wei Su
// Language and Education Vol.33, No 6/2019 UK : Taylor & Francis Group, 2019.p. 577-594 ; 26 cm.Previous studies comparing native English speaking (NES) and non-native English speaking teachers have stressed how each group can contribute their respective language advantages to language teaching and assessment. However, in an interpreting classroom where both groups know each other’s native language, little is known about the different assessment behaviour each group could demonstrate, even less about the role their social/cultural background could play in their assessment. To close this gap, this paper studied how NES teachers and native Chinese speaking (NCS) teachers applied their social/cultural knowledge when assessing the same students performing Chinese–English interpreting. By using data triangulation of video recording, assessment sheets and interviews, it identified four types of assessment behaviour: underlining, notating, prior marking and post hoc marking. In particular, NCS teachers were found to have employed more notating yet NES teachers used post hoc marking more frequently. The study further revealed that such divergent assessment behaviour was influenced by the teachers’ social/cultural background including their pedagogical beliefs, institution expectations and cultural sensitivity. The paper thus suggested that assessment as part of teaching process should take into account teacher/assessors’ social/cultural factors, and the ways their unique background knowledge influenced their judgements.
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