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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 Volume 32, No 1/2019 2019p. 34-49 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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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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Bakhtin and the carnival : humour in school children’s film making / : humour in school children’s film making / Jessica Zacher Pandya, Kathy A. Mills.
// Language and Education Vol.33, No 6/2019 UK : Taylor & Francis Group, 2019.p. 544-559 ; 26 cm.While humour and laughter create conditions that are conducive for learning, different forms of children’s humour have been given little attention in research on digital media, literacy learning, and multimodal design. Applying a Bakhtinian lens, we analyse carnivalesque videos created by elementary students as part of the formal curriculum. We argue that they functioned as playful, spoofing counter narratives within the serious context of schooling. Three key findings emerge from analysis that show different forms of carnivalesque humour in their texts: (i) Clowning in children’s carnivalesque performances was used to break perceived tensions; (ii) Grotesque humour arose spontaneously, subverting the seriousness of films by drawing attention to lower, bodily functions; and (iii) Ambivalent laughter was instantiated in the video texts as a carnivalesque view of the world. We argue that the deliberate curation, editing, and selecting of these funny moments for an intended audience enabled spaces for digital play in film making within the remit of the formal curriculum.
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