1st Edition

Learning by Design and Second Language Teaching Theory, Research, and Practice

By Gabriela C. Zapata Copyright 2022
    186 Pages 8 B/W Illustrations
    by Routledge

    186 Pages 8 B/W Illustrations
    by Routledge

    Learning by Design and Second Language Teaching establishes theoretical, research, and practice connections between the multiliteracies framework Learning by Design and L2 teaching and learning.  

    A comprehensive introductory chapter presents the theoretical tenets of the approach and is followed by four chapters devoted to the establishment of connections between the framework and L2 instruction, information on evidence-based pedagogical practices and suggestions for their implementation, and task examples that can be adapted for use in a variety of educational contexts. Each chapter links theory and research to practical steps instructors can take to select authentic materials and create tasks in each of the framework’s knowledge processes with the objective of developing L2 students’ performance in the interpersonal (speaking), interpretive (reading and listening), and presentational (writing) modes of communication. A selection of guidance charts, figures, templates, and extra digital resources are included within the text to support learning and teaching.

    The book will be of interest to graduate students and in-service and future L2 teachers in all levels of instruction.

    Chapter 1, Chapter 2 and Chapter 3 of this book are freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.

    List of Figures

    List of Tables


    Chapter 1: Introduction to Learning by Design

    Learning by Design: Theoretical and Pedagogical Bases

    Learning by Design: Principles and Components

    Learning by Design: Knowledge Processes





    Learning by Design: Recent theoretical developments



    Chapter 2: Learning by Design and Second Language Education

    Second Language Teaching and Learning in Today’s World: Frameworks, Perspectives, and Foci

    Learning by Design and Second Language Teaching and Learning



    Chapter 3: Learning by Design and Second Language Teaching Practices

    Learning by Design’s Reflexive Pedagogy

    Second Language Instruction Based on Universal Design for Learning and Learning by Design

    I. Pedagogical Planning

    II. Instructional Moves

    Everyday Practices for Second Language Instruction Grounded in Learning by Design

    I. Presentation of Learning by Design’s Knowledge Processes

    II. Instructional Objectives

    III. Collaborative Learning

    IV. Checkpoints and Assessment



    Chapter 4: Genre- and Project-Based Instruction Grounded in Learning by Design

    Genre-Based Instruction

    Project-Based Learning



    Chapter 5: Sample Second Language Tasks Grounded in Learning by Design

    1. Community Development: Talk to an Expert

    2. Endangered, Threatened, or Vulnerable Flora and Fauna: Expository Texts and Infographics

    3. Fan Fiction

    4. Identity Texts

    Other Formats

    Graphic Novels/Comics

    Identity Blogs

    Drama-Based Identity Texts

    Related Topics

    My Nepantla

    My People, My Histories, My Future

    5. Media Collection (Critical Analysis)


    6. Multimodal Stories

    7. Podcasts and Vodcasts

    8. Recipes and Other Procedural Texts

    9. School Brochures

    Final Recommendations




    Appendix A: Template Questions and Foci for the Analysis of Multimodal Texts

    Appendix B: Recommended Websites and Digital Tools

    Appendix C: Multimodal Product Assessment



    Gabriela C. Zapata was born in Rosario, Argentina. She received her MA in TESOL and PhD in Spanish (Linguistics track) from The Pennsylvania State University. She is Professor of Hispanic Linguistics in the Department of Hispanic Studies at Texas A&M University. Dr. Zapata’s research foci are Learning by Design and second (L2) and heritage language (HL) pedagogy, multimodal social semiotics, and teacher education. She is also involved in the development and implementation of inclusive open educational resources for the teaching of Spanish as a L2 and HL and Spanish for the Professions.