Researching literacies and textual thinking in collegiate foreign language programs: Reflections and recommendations

Researching literacies and textual thinking in collegiate foreign language programs: Reflections... LITERACIES AND TEXTUAL THINKINGFifty years ago, when Foreign Language Annals and the discipline of applied linguistics were in their infancy, collegiate foreign language (FL) teaching was witnessing a shift away from a long‐standing focus on traditional literacy and the study of written language toward an emphasis on oral language development. This shift began with the audiolingual method and its behaviorist underpinnings, and continued with communicative language teaching and its grounding in the concept of communicative competence. Since that time, the field has been experiencing another shift toward text‐based teaching and learning and the development of students’ multiple literacies. Whereas reading, writing, and the literary canon are the focus of traditional FL literacy development, a literacies orientation is significantly broader: It involves overlapping language modalities (i.e., reading, writing, speaking, listening, viewing); interpretation and transformation of multimodal texts of various genres; and linguistic, cognitive, and sociocultural dimensions reflecting the language features and mental processes used to make meaning and the socially situated nature of learning and communication (Kern, ). This “literacy turn” has been inspired by both theoretical and practical realities in collegiate FL education. From a theoretical perspective, the literacy turn responds to the epistemological broadening of second language acquisition http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Foreign Language Annals Wiley

Researching literacies and textual thinking in collegiate foreign language programs: Reflections and recommendations

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Publisher
Wiley Subscription Services, Inc., A Wiley Company
Copyright
© 2018 by American Council on the Teaching of Foreign Languages
ISSN
0015-718X
eISSN
1944-9720
D.O.I.
10.1111/flan.12312
Publisher site
See Article on Publisher Site

Abstract

LITERACIES AND TEXTUAL THINKINGFifty years ago, when Foreign Language Annals and the discipline of applied linguistics were in their infancy, collegiate foreign language (FL) teaching was witnessing a shift away from a long‐standing focus on traditional literacy and the study of written language toward an emphasis on oral language development. This shift began with the audiolingual method and its behaviorist underpinnings, and continued with communicative language teaching and its grounding in the concept of communicative competence. Since that time, the field has been experiencing another shift toward text‐based teaching and learning and the development of students’ multiple literacies. Whereas reading, writing, and the literary canon are the focus of traditional FL literacy development, a literacies orientation is significantly broader: It involves overlapping language modalities (i.e., reading, writing, speaking, listening, viewing); interpretation and transformation of multimodal texts of various genres; and linguistic, cognitive, and sociocultural dimensions reflecting the language features and mental processes used to make meaning and the socially situated nature of learning and communication (Kern, ). This “literacy turn” has been inspired by both theoretical and practical realities in collegiate FL education. From a theoretical perspective, the literacy turn responds to the epistemological broadening of second language acquisition

Journal

Foreign Language AnnalsWiley

Published: Jan 1, 2018

Keywords: ; ; ;

References

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