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  • 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 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.
Đề mục chủ đề Tiếng Anh--Giảng dạy
Thuật ngữ không kiểm soát Language and culture
Thuật ngữ không kiểm soát Language education
Thuật ngữ không kiểm soát Tiếng Anh
Thuật ngữ không kiểm soát Giảng dạy ngôn ngữ
Thuật ngữ không kiểm soát English language
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 Collegiate foreign language
Thuật ngữ không kiểm soát Phân tích tài liệu
Thuật ngữ không kiểm soát Khung đa phương
Nguồn trích Language, Culture and Curriculum- Vol. 32, No. 1/2019
    Vốn tư liệu
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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 |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.
65017|aTiếng Anh|xGiảng dạy
6530|aLanguage and culture
6530|aLanguage education
6530|aTiếng Anh
6530|aGiảng dạy ngôn ngữ
6530|aEnglish language
6530|aLiteracy
6530|aMultiliteracies framework
6530|aMaterials analysis
6530|aCollegiate foreign language
6530|aPhân tích tài liệu
6530|aKhung đa phương
773|tLanguage, Culture and Curriculum|gVol. 32, No. 1/2019
890|a0|b0|c0|d0

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