- Bài trích
- Nhan đề: Analysing foreign language instructional materials through the lens of the multiliteracies framework /
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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 |
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| 100 | 1|aMenke, Mandy R. |
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| 245 | 10|aAnalysing foreign language instructional materials through the lens of the multiliteracies framework / |cMandy R. Menke, Kate Paesani. |
|---|
| 260 | |aUK : |bTaylor & Francis Group, |c2019. |
|---|
| 300 | |ap. 34-49 ; |c26 cm. |
|---|
| 520 | |aLiteracy, 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 | 17|aTiếng Anh|xGiảng dạy |
|---|
| 653 | 0|aLanguage and culture |
|---|
| 653 | 0|aLanguage education |
|---|
| 653 | 0|aTiếng Anh |
|---|
| 653 | 0|aGiảng dạy ngôn ngữ |
|---|
| 653 | 0|aEnglish language |
|---|
| 653 | 0|aLiteracy |
|---|
| 653 | 0|aMultiliteracies framework |
|---|
| 653 | 0|aMaterials analysis |
|---|
| 653 | 0|aCollegiate foreign language |
|---|
| 653 | 0|aPhân tích tài liệu |
|---|
| 653 | 0|aKhung đa phương |
|---|
| 773 | |tLanguage, Culture and Curriculum|gVol. 32, No. 1/2019 |
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| 890 | |a0|b0|c0|d0 |
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