Analysing foreign language instructional materials through the lens of the multiliteracies framework

Training Foreign Language Learners to be Peer Responders: A Multiliteracies Approach

“…In the context of debates about the value of the Humanities, literacy has become the predominant framework for curricular and pedagogical reform because it offers a way of integrating learning about language, literature, and culture at all levels of the curriculum (Allen & Paesani, 2010;Byrnes, Maxim, & Norris, 2010;Kern, 2000;Mantero, 2006;Paesani, Allen, & Dupuy, 2016;Swaffar & Arens, 2005). In this context, literacy is understood to refer to the creation and interpretation of meaning through texts via three context-dependent processes: (1) understanding how language forms and conventions are used to convey meaning (the linguistic dimension of literacy); (2) making inferences and thinking critically in order to construct meaning from texts (the cognitive dimension); and (3) situating textual conventions within social, historical, and cultural contexts of use (the sociocultural dimension) (Kern, 2000;Menke & Paesani, 2018;Paesani et al, 2016). These three dimensions of literacy constitute the cornerstone of a new curricular framework in which reading, writing, speaking, listening, and viewing overlap (Paesani et al, 2016, p. 14).…”

“…Researchers have investigated the implementation of multiliteracies pedagogy in lower-level L2 Journal Vol. 11 Issue 1 (2019) 36 collegiate Spanish curriculum (Menke & Paesani, 2018), in a university-level advanced French grammar course that emphasized reading-writing connections (Paesani, 2016), by non-tenure track faculty (Menke, 2018), via engagement with authentic literary texts (Blyth, 2018;Thoms & Poole, 2018), and within genre-based approaches to L2 writing (Allen & Goodspeed, 2018), to name just a few examples. However, little attention has been paid to peer response.…”

“…Although the four knowledge processes constitute different kinds of knowing, they are neither hierarchical nor sequential. Consequently, the sub-processes of experiencing the known, experiencing the new, conceptualizing by naming, conceptualizing with theory, analyzing functionally, analyzing critically, applying appropriately, and applying creatively can be implemented in whatever order best meets students' literacy needs (Kalantzis, Cope, Chan, & Dalley-Trim, 2016;Menke & Paesani, 2018). 7 In contrast to the hierarchical Bloom's taxonomy, the knowledge processes (KP) framework offers a more robust and flexible tool for examining critical thinking, especially in the context of textual interaction.…”

“…7 In contrast to the hierarchical Bloom's taxonomy, the knowledge processes (KP) framework offers a more robust and flexible tool for examining critical thinking, especially in the context of textual interaction. For this reason, the KP framework has been used to understand how students engage with authentic texts to interpret and transform meaning (Bhooth, Azman, & Ismail, 2015), to investigate instructor perceptions of multiliteracies pedagogy (Menke, 2018), to evaluate the present state of existing or revised curricula (Menke & Paesani, 2018;Rowland et al, 2014), and to analyze applications of multiliteracies and genre-based pedagogy (Michelson & Dupuy, 2014). For the purposes of this study, the KP framework serves to describe the instructional materials and highlight how the proposed training for peer responders aligns with the goals of the multiliteracies framework.…”

Analisis Kebutuhan Penyusunan Buku Ajar Tata Bahasa Jerman

“…https://ojs.unm.ac.id/eralingua PENDAHULUAN Penelitian yang fokus mengkaji pengembangan bahan ajar bahasa asing telah banyak dilakukan oleh peneliti-peneliti sebelumnya (Koda & Yamashita, 2018;Menke & Paesani, 2019;Isik, 2018;Huensch, 2018;Han, 2018). Penelitian tersebut menggunakan pendekatan yang bervariasi dalam mengembangkan bahan ajar baik itu pendekatan integrated learning, multiliteracies framework, Task-Based Learning, dan beberapa pendekatan lainnya.…”