Putting a multiliteracies framework at the center of the world language curriculum, this volume brings together college-level curricular innovations and classroom projects that address differences in meaning and worldviews expressed in learners’ primary and target languages. Offering a rich understanding of languages, genres, and modalities as socioculturally situated semiotic systems, it advocates an effective pedagogy for developing learners’ abilities to operate between languages. Chapters showcase curricula that draw on a multiliteracies framework and present various classroom projects that develop aspects of multiliteracies for language learners.
A discussion of the theoretical background and historical development of the pedagogy of multiliteracies and its relevance to the field of world language education positions this book within the broader literature on foreign language education. As developments in globalization, accountability, and austerity challenge contemporary academia and the current structure of world language programs, this book shows how the implementation of a multiliteracies-based approach brings coherence to language programs, and how the framework can help to accomplish the goals of higher education in general and of language education in particular.
Chapter 1: Advancing Multiliteracies in World Language Education
Yuri Kumagai and Ana López-Sánchez
Part I: Designing Multiliteracies Curricula
Chapter 2: Developing Multiliteracies through Genre in the Beginner German Classroom Mackenzie Warren and Claudia Winkler
Chapter 3: Redesigning the Intermediate Level of the Spanish Curriculum through a Multiliteracies Lens
Chapter 4: Multiliteracies and Multimodal Discourses in the Foreign Language Classroom
Chpater 5: Reading Words to Read Worlds: A Genre-based Critical Multiliteracies Curriculum in Intermediate/Advanced Japanese Language Education
Yuri Kumagai and Noriko Iwasaki
Part II: Implementing Multiliteracies-based Projects
Chapter 6: Fostering Multimodal Literacies in the Japanese Language Classrooms: Digital Video Projects
Yuri Kumagai, Keiko Konoeda, Miyuki Nishimata (Fukai), and Shinji Sato
Chapter 7: Implementing Multiliteracies in the Korean Classroom through Visual Media Lucien Brown, Noriko Iwasaki, and Keunyoung Lee
Chapter 8: Empowering Students in the Italian Classroom to Learn Vocabulary through a Multiliteracies Framework
Chapter 9: Creating an Effective Learning Environment in an Advanced Chinese Language Course through Film, Poster Presentation, and Multiliteracies
Ana López-Sánchez and Yuri Kumagai
List of Contributors
This series of texts for undergraduate- and graduate-level teacher education courses focuses on the intersections of language, culture, and teaching – specifically on how language and culture inform classroom practice. Books in the series are intended as primary or supplementary texts in the growing range of courses that address issues such as, but not limited to, foundations of multicultural education; multicultural children’s literature; teaching diverse populations; foundations of bilingual education; teaching English as a second language; and sociocultural issues in teaching.
The primary objectives of the series are to challenge traditional biases about diversity and about students of diverse languages and cultures, and to reframe the conventional idea of the textbook by envisioning classroom practice as critical, creative, and liberatory.