TRA CỨU
  • Bài trích
  • Analysing foreign language instructional materials through the lens of the multiliteracies framework /
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 2019
Mô tả vật lý p. 34-49
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.
Đề mục chủ đề Language learning--Collegiate foreign language
Thuật ngữ không kiểm soát Bài giảng
Thuật ngữ không kiểm soát Literacy
Thuật ngữ không kiểm soát Multiliteracies framework
Thuật ngữ không kiểm soát Materials analysis
Thuật ngữ không kiểm soát Knowledge processes
Thuật ngữ không kiểm soát Collegiate foreign language
Thuật ngữ không kiểm soát Phân tích tài liệu
Thuật ngữ không kiểm soát Ngoại ngữ đại học
Tác giả(bs) CN Paesani, Kate
Nguồn trích Language, Culture and Curriculum- Volume 32, No 1/2019
000 00000nab#a2200000ui#4500
00156769
0022
0045755828A-C1FE-4D0E-BEC3-2969BEA79518
005202007221458
008081223s2019 vm| vie
0091 0
039|a20200722145859|bhuongnt|c20191022092238|dthuvt|y20191022091855|zthuvt
0410 |aeng
044 |aenk
1001 |aMenke, Mandy R.
24510|aAnalysing foreign language instructional materials through the lens of the multiliteracies framework / |cMandy R. Menke, Kate Paesani
260|c2019
30010|ap. 34-49
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.
65000|aLanguage learning|xCollegiate foreign language
6530 |aBài giảng
6530 |aLiteracy
6530 |aMultiliteracies framework
6530 |aMaterials analysis
6530 |aKnowledge processes
6530 |aCollegiate foreign language
6530 |aPhân tích tài liệu
6530 |aNgoại ngữ đại học
7001|aPaesani, Kate
7730 |tLanguage, Culture and Curriculum|gVolume 32, No 1/2019
890|a0|b0|c0|d0

Không có liên kết tài liệu số nào