Conceptualizing cultural literacy through student learning outcomes assessment
Bibliographic Data
| ID | 8937995 |
|---|---|
| Authors | Catherine Barrette (0000-0003-4175-1321, Wayne State University, corresponding author), Kate Paesani (0000-0003-3697-8863, Center for Advanced Research on Language Acquisition University of Minnesota) |
| Year | 2018 |
| Volume | 51 |
| Issue | 2 |
| Pages | 331-343 |
| Publication date | 2018-05-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12337 |
| OpenAlex | W2803918617 |
| Language | EN |
| Citations received | 5 |
| References cited | 17 |
Student learning outcomes (SLO) assessment is often perceived as a burdensome, top‐down process driven by institutional requirements. Recent research has thus called for discipline‐specific models of SLO assessment to more deeply engage postsecondary faculty in determining what constitutes student learning within their programs. In response, this article presents a recursive process of developing and applying a model of cultural literacy to SLO assessment documents from one foreign language (FL) department comprising multiple BA programs. The study has two interrelated parts: (1) operationalizing the concept of cultural literacy, and (2) analyzing assessment documents using qualitative content analysis. Findings show that cultural literacy is characterized by eight unique factors evident across FL program assessment documents to varying degrees. This measurable definition of cultural literacy can facilitate the alignment of goals and outcomes with disciplinary principles and has implications for curriculum development and instructional practices in collegiate FL programs
Curriculum · Discipline · Literacy · Mathematics education · Operationalization · Pedagogy · Process (computing · Qualitative research · Social science · Sociology · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching · Student Assessment and Feedback
Program Evaluation and Language Teaching
Assessing Multiliteracies in English Language Teacher Education
Cultural Literacy in Mother Tongue Education
Analysing foreign language instructional materials through the lens of the multiliteracies framework
Researching literacies and textual thinking in collegiate foreign language programs
Content analysis
“Multiliteracies”
Of frameworks and the goals of collegiate foreign language education
Using evidence of student learning to improve higher education
Teaching culture as a relational process through a multiliteracies-based global simulation
Remapping the Foreign Language Curriculum
The Challenge of Assessing Cultural Understanding in the Context of Foreign Language Instruction
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,63 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |