Remapping the Foreign Language Curriculum
An Approach through Multiple Literacies
Bibliographic Data
| ID | 9873151 |
|---|---|
| Authors | Raquel Oxford, Janet Swaffer, Katherine Arens (0000-0002-6230-526X) |
| Year | 2006 |
| Volume | 89 |
| Issue | 3 |
| Pages | 544 |
| Publication date | 2006-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Hispania (JOURNAL) |
| Journal identifiers | ISSN: 0018-2133 • E-ISSN: 2153-6414 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/20063354 |
| OpenAlex | W2040300636 |
| Language | EN |
| Citations received | 20 |
Janet Swaffar and Katherine Arens offer a holistic approach to postsecondary language teaching that integrates the study of literature and culture into every level of the curriculum. By studying multiple genres ranging from popular to elite, students gain an understanding of multiple communicative frameworks - and develop multiple literacies. Swaffar and Arens propose the use of a sequence of template-generated exercises that leads students from basic grammar patterns to a sophisticated grasp of the interrelations among language use, meaning, and cultural context. One example of their approach is the teaching of Laura Esquivel's novel Como agua para chocolate ( Like Water for Chocolate ). From exercise to exercise, students consider use of tense, narrative strategy (the connection between recipes and plot), and the social codes in the novel compare the novel with the Hollywood film version (different imagery for different audiences) critique promotional descriptions of the film on the Internet examine a magazine interview of Esquivel (to expose the interviewer's assumptions) The authors combine theory and practice, research and personal experience, to present a new, interdisciplinary curriculum that should strengthen the teaching of foreign languages in junior colleges, four-year colleges, and universities
Curriculum · Foreign language · Linguistics · Mathematics education · Pedagogy · Sociology · Computer Science · Literacy, Media, and Education · Philosophy · Psychology
English as a tool for cross-cultural communication
A design perspective on intercultural communication in second/foreign language education
Framing Foreign Language Education in the United States
Evaluative choices and rhetorical impact
A multiliteracies approach to materials analysis
Teaching culture as a relational process through a multiliteracies-based global simulation
Reexamining the priorities of the National Standards for Foreign Language Education
Articulating a foreign language sequence through content
Apologia No More
Literary Discussions and Advanced-Superior Speaking Functions in the Undergraduate Language Program
Hacia una pedagogía para la multialfabetización
Making Authentic Literary Texts Relevant, Meaningful, and Fun in Advanced Beginner and Intermediate Spanish-language Classrooms
Reading (Literature) In, Across, and Beyond the Undergraduate Spanish Curriculum
Register and Genre in Course Design for Advanced Learners of Russian
Student and faculty perceptions of writing in a foreign language studies major
Moving toward multiliteracies in foreign language teaching
Conceptualizing cultural literacy through student learning outcomes assessment
Study Abroad, Foreign Language Use, and the Communities Standard
Researching literacies and textual thinking in collegiate foreign language programs
Global simulation as a mediating tool for teaching and learning language and culture as discourse
| Unique citing works | 20 |
|---|---|
| Citations per year | 1,05 |
| Citation span | 2007 - 2022 (16) |
| Citation velocity | historical |
| Highly cited | No |