A practical and innovative guide to emphasizing literacies development when teaching world languages
Literacies in Language Education introduces multiliteracies pedagogy, which focuses on critical engagement with texts, intercultural understanding, and language proficiency development. Kate Paesani and Mandy Menke, seasoned workshop leaders and multiliteracies scholars, define what the approach is, its benefits, and how to create curricula grounded in it. In addition, they explain how to use the approach at all levels of language education and offer ideas for teacher professional development—each key components of pedagogical change. Melding text- and language-oriented learning goals, the authors embrace an expanded understanding of literacy to capture the dynamism of language and its contexts of use; the importance of preparing students to interact with the range of texts they will encounter in their academic, workplace, and personal lives; and the multicultural and multilingual landscape of secondary and postsecondary language classrooms.
Literacies in Language Education presents teachers with a tested approach for increasing learners’ proficiency and cultural awareness, along with practical implementation methods. This book provides teachers and program administrators with immediate steps to take toward designing and implementing a literacies approach in any language class and curriculum.
Published in partnership with CARLA.
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"In this imminently practical book, veteran teachers Paesani and Menke deftly explain and exemplify the affordances of multiliteracies for language education and social justice. Integrating current research and innovative practice, they show language professionals not only why paradigm change is necessary but how it can be achieved in today's classrooms."Carl S. Blyth, associate professor of French Linguistics, University of Texas at Austin
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vii | |
| Preface |
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ix | |
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1 Understanding Literacies in Language Education |
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1 | (18) |
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PART I CONSTRUCTING LITERACIES-ORIENTED CURRICULA |
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2 Introduction to Literacies Curriculum Design |
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19 | (6) |
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3 Creating Learning Objectives |
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25 | (16) |
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4 Defining, Selecting, and Evaluating Target Language Texts |
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41 | (18) |
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5 Developing an Assessment Plan |
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59 | (22) |
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PART II TEACHING LANGUAGES THROUGH MULTILITERACIES PEDAGOGY |
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6 Introduction to Multiliteracies Pedagogy |
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81 | (10) |
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7 Experiencing: Building Textual Understanding |
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91 | (12) |
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8 Conceptualizing: Connecting Form and Meaning |
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103 | (14) |
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9 Analyzing: Exploring Cultural Practices and Perspectives |
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117 | (14) |
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10 Applying: Assessing Student Learning |
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131 | (26) |
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Epilogue: Advancing Literacies in Language Education |
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147 | (10) |
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A Literacies-Based Curricular Unit |
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157 | (4) |
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B Literacies-Based Lesson Plan |
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161 | (4) |
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165 | (2) |
| Glossary of Key Terms |
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167 | (8) |
| References |
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175 | (14) |
| Index |
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189 | (6) |
| About the Authors |
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195 | |
Kate Paesani is the director for the Center for Advanced Research on Language Acquisition (CARLA) and a professor in the Department of French and Italian at the University of Minnesota. Her research focuses on critical pedagogies, curriculum design, and teacher development.
Mandy Menke is a professor in the Department of Spanish & Portuguese Studies at the University of Minnesota. Her research focuses on second language acquisition, multiliteracies pedagogy, bilingualism, writing, and Spanish phonology.
