Chantelle Warner
Biographic Data
| ID | 5434819 |
|---|---|
| NAME | Chantelle Warner |
| GIVEN NAMES | Chantelle |
| FAMILY NAME | Warner |
| SIGNATURE | WARNER C |
| AFFILIATIONS | University of Arizona |
| ORCID | 0000-0002-6921-4774 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Introduction
Forum on linguistic indifference
Can frameworks for language learning be multilingually indifferent
We can turn to two standardizing documents that affect and mediate the choices educators and, now, state evaluators make vis-a-vis language and multilingualism: the NCSSFL-ACTFL Can-Do Statements, collaboratively published by the National Council of State Supervisors for Languages and the American Council on the Teaching of Foreign Languages in 2017, and the 2018 Companion Volume to the Common European Framework of Reference for Languages (CEFR; …
Caring is pedagogy
Playful designs
Over the past two decades, many scholars and practitioners in foreign language teaching have advocated for multiliteracies approaches, which envision language learning as the development of an expanding repertoire of linguistic and other semiotic resources for making meaning. Despite the attention to the role of learners as active designers of meaning inherent in this framework, creative literacy activities such as literary language use and their…
Transdisciplinarity across two-tiers
In the ten years since the Modern Language Association published their report, “Foreign Languages and Higher Education: New Structures for a Changed World” (2007) dissatisfaction with the “two-tiered configuration” of US foreign language departments has become increasingly vocal. While the target of the criticism is often the curriculum, it has often been noted that programmatic bifurcations mirror institutional hierarchies, e.g. status differenc…
Moving toward multiliteracies in foreign language teaching
In recent years, literacy has emerged as a key critical term in foreign language (FL) teaching and learning. This essay reflects on the history of literacy and on current developments, in particular those related to the development of multiliteracies paradigms. The article concludes with a discussion of emergent topics related to literacy and language teaching and suggests ways in which research in these domains is posing new questions for the fi…
Literary pragmatics and stylistics
At fi rst glance, the reader whose eyes fall upon this page may wonder at the short bit of text presented above. The words ‘News Item’ might seem to suggest a blurb in a periodical of some sort, whereas the format of the text – in particular the line breaks – might lead some to speculate whether this is an aphorism or even a poem. Given that this is a chapter bearing the title ‘Literary Pragmatics and Stylistics’ in a handbook on stylistics, you …
Framing Foreign Language Education in the United States
The challenge posed to foreign language (FL) education by globalization and by the multilingual multicultural speech communities it has spawned is showcased by the current crisis in the teaching of German at American colleges and universities. It is not clear why American learners of German should be learning German: for business purposes, for general education, for humanistic enrichment, or for cross-cultural communication? The debate currently …
Moving toward multiliteracies in foreign language teaching
In recent years, literacy has emerged as a key critical term in foreign language (FL) teaching and learning. This essay reflects on the history of literacy and on current developments, in particular those related to the development of multiliteracies paradigms. The article concludes with a discussion of emergent topics related to literacy and language teaching and suggests ways in which research in these domains is posing new questions for the fi…
Playful designs
Over the past two decades, many scholars and practitioners in foreign language teaching have advocated for multiliteracies approaches, which envision language learning as the development of an expanding repertoire of linguistic and other semiotic resources for making meaning. Despite the attention to the role of learners as active designers of meaning inherent in this framework, creative literacy activities such as literary language use and their…
Framing Foreign Language Education in the United States
The challenge posed to foreign language (FL) education by globalization and by the multilingual multicultural speech communities it has spawned is showcased by the current crisis in the teaching of German at American colleges and universities. It is not clear why American learners of German should be learning German: for business purposes, for general education, for humanistic enrichment, or for cross-cultural communication? The debate currently …
Literary pragmatics and stylistics
At fi rst glance, the reader whose eyes fall upon this page may wonder at the short bit of text presented above. The words ‘News Item’ might seem to suggest a blurb in a periodical of some sort, whereas the format of the text – in particular the line breaks – might lead some to speculate whether this is an aphorism or even a poem. Given that this is a chapter bearing the title ‘Literary Pragmatics and Stylistics’ in a handbook on stylistics, you …
Transdisciplinarity across two-tiers
In the ten years since the Modern Language Association published their report, “Foreign Languages and Higher Education: New Structures for a Changed World” (2007) dissatisfaction with the “two-tiered configuration” of US foreign language departments has become increasingly vocal. While the target of the criticism is often the curriculum, it has often been noted that programmatic bifurcations mirror institutional hierarchies, e.g. status differenc…
Moving toward multiliteracies in foreign language teaching
In recent years, literacy has emerged as a key critical term in foreign language (FL) teaching and learning. This essay reflects on the history of literacy and on current developments, in particular those related to the development of multiliteracies paradigms. The article concludes with a discussion of emergent topics related to literacy and language teaching and suggests ways in which research in these domains is posing new questions for the fi…
Caring is pedagogy
Playful designs
Over the past two decades, many scholars and practitioners in foreign language teaching have advocated for multiliteracies approaches, which envision language learning as the development of an expanding repertoire of linguistic and other semiotic resources for making meaning. Despite the attention to the role of learners as active designers of meaning inherent in this framework, creative literacy activities such as literary language use and their…
Introduction
Forum on linguistic indifference
Can frameworks for language learning be multilingually indifferent
We can turn to two standardizing documents that affect and mediate the choices educators and, now, state evaluators make vis-a-vis language and multilingualism: the NCSSFL-ACTFL Can-Do Statements, collaboratively published by the National Council of State Supervisors for Languages and the American Council on the Teaching of Foreign Languages in 2017, and the 2018 Companion Volume to the Common European Framework of Reference for Languages (CEFR; …
Sociology (9 works) · Foreign language (6 works) · Linguistics (6 works) · Pedagogy (6 works) · German (5 works) · Multilingual Education and Policy (5 works) · Second Language Learning and Teaching (5 works) · History (4 works) · Language education (4 works) · Archaeology (3 works)