Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and beyond

Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and... INTRODUCTIONIn recent years, literacy has emerged as a critical term in foreign language (FL) teaching and learning. This essay reflects on the history and future of literacy and FL teaching, in particular as reflected in the past 50 years of Foreign Language Annals, and traces key developments from the early days of communicative language teaching, when literacy was synonymous with reading and writing, to contemporary multiliteracies paradigms that stress the importance of situating language use within socially complex multimodal contexts. This article concludes with a discussion of emergent topics related to literacy and language teaching and suggests ways in which research in these domains is beginning to shape research and practice.FROM READING AND WRITING TO LITERACYWriting in 1978, during the peak of the communicative turn in FL teaching, Phillips's perhaps somewhat defensively titled “Reading is Communication, Too!” made a case for better integrating reading into the language classroom. The slightly defensive tone of Phillips's title punctuated with the adverb “too” pointed to a persistent tendency to emphasize oral communication over written modes. A similar point was made by McKee (), when she argued that one of the problems plaguing the then‐current pedagogical context was that writing was not viewed http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Foreign Language Annals Wiley

Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and beyond

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Publisher
Wiley
Copyright
© 2018 by American Council on the Teaching of Foreign Languages
ISSN
0015-718X
eISSN
1944-9720
D.O.I.
10.1111/flan.12316
Publisher site
See Article on Publisher Site

Abstract

INTRODUCTIONIn recent years, literacy has emerged as a critical term in foreign language (FL) teaching and learning. This essay reflects on the history and future of literacy and FL teaching, in particular as reflected in the past 50 years of Foreign Language Annals, and traces key developments from the early days of communicative language teaching, when literacy was synonymous with reading and writing, to contemporary multiliteracies paradigms that stress the importance of situating language use within socially complex multimodal contexts. This article concludes with a discussion of emergent topics related to literacy and language teaching and suggests ways in which research in these domains is beginning to shape research and practice.FROM READING AND WRITING TO LITERACYWriting in 1978, during the peak of the communicative turn in FL teaching, Phillips's perhaps somewhat defensively titled “Reading is Communication, Too!” made a case for better integrating reading into the language classroom. The slightly defensive tone of Phillips's title punctuated with the adverb “too” pointed to a persistent tendency to emphasize oral communication over written modes. A similar point was made by McKee (), when she argued that one of the problems plaguing the then‐current pedagogical context was that writing was not viewed

Journal

Foreign Language AnnalsWiley

Published: Jan 1, 2018

Keywords: ; ; ;

References

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