Reconnecting Proficiency, Literacy, and Culture
From Theory to Practice
Bibliographic Data
| ID | 8938910 |
|---|---|
| Authors | Mark K Warford (Buffalo State University, corresponding author), William Lindsay White (0000-0002-1511-0160, Buffalo State University) |
| Year | 2012 |
| Volume | 45 |
| Issue | 3 |
| Pages | 400-414 |
| Publication date | 2012-09-01 |
| 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/j.1944-9720.2012.01200.x |
| OpenAlex | W2146920420 |
| Language | EN |
| Citations received | 3 |
| References cited | 25 |
What does it mean to capably communicate across languages? This article introduces two theoretical models and a lesson plan format designed to facilitate the integration of proficiency, literacy, and culture teaching in foreign language teaching. The Second Symbolic Competencies Model configures proficiency and literacy as subordinate clusters of symbolic tools that flow from a cultural core. With regard to the literacy corner of the triad, the Composite Textual Comprehension Model focuses on the often neglected mistransference of learners’ first language and culture in interpreting second language texts. Both models find congruence in the Sociocultural Model Lesson Plan
Comprehension · Foreign language · Language proficiency · Linguistics · Literacy · Mathematics education · Pedagogy · Reading (process · Reading comprehension · Sociocultural evolution · Sociology · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Innovative Education and Learning Practices · Psychology
Interaction in the language curriculum
Culture in Language Learning
Dynamic Assessment
From Communicative Competence to Symbolic Competence
Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom
Culture in second language teaching and learning
Problem‐solving tasks in a foreign language
Second Language Teaching and Learning
The Message Is the Medium
An Examination of Culture Knowledge
Teachers' Pedagogical Beliefs and the Standards for Foreign Language Learning
Mind, Language, and Epistemology
Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks
| Citations per year | 0.3 |
|---|---|
| Citation span | 2016 - 2018 (3) |
| Highly cited | No |