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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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L’album au collège, un outil pour l’initiation à la langue italienne / Teresa Solis
// Les Langues Modernes No 2/2019-113e 2019p. 33-39 Parce qu’il associe le texte aux images, il recourt souvent à un langage simple pour aborder des thèmes variés et parler de sujets complexes, l’album peut d’une part représenter une entrée ludique dans l’initiation d’une langue étrangère, d’autre part se révéler un instrument précieux pour accompagner les collégiens dans la transition de l’enfance à un âge plus mature. La contribution présente une activité de lecture proposée aux élèves de 5e LV2 qui débutent dans l’apprentissage de l’italien basée sur un texte de l’auteur-illustrateur Gek Tessaro.
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The current influence of the CEFR in secondary education: teachers’ perceptions / María Belén Díez-Bedmar, Michael Byram
// Language, Culture and Curriculum Volume 32, No 1/2019 2019p.1-15 The Common European Framework of Reference for Languages (CEFR) began to have an influence on language teaching some 20 years ago. However, in spite of the title referring to learning, teaching and assessment of languages, the CEFR has had a far more pronounced impact on language testing than on any other aspect of language learning/teaching. In contrast, this article focuses on the impact of the CEFR on teachers by analysing the beliefs about and perceptions of the CEFR held by a group of Spanish teachers about to take a Masters course module on the CEFR. A 35-item questionnaire was administered to these in-service teachers online to analyse their familiarity with the CEFR, their perceptions of the impact of the CEFR and their knowledge of the contents of the CEFR. The analysis shows that teachers’ degree of familiarity with the CEFR as a whole was superficial. They reported a high degree of familiarity with levels of competences, but limited knowledge of changes that the CEFR proposes, despite the fact that they perceived the general impact of the CEFR on syllabi, curricula and methods to be substantial. There are clear implications for teacher education to ensure more thorough understanding of the CEFR.
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