Volume 01 - Issue 1
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ItemAdaptability 2.0: Tackling the challenge of the COVID-19 crisis(University of Hawaii National Foreign Language Resource Center, 2020-10-15)
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ItemLanguage program coordination during the pandemic: Challenges encountered and lessons learned(University of Hawaii National Foreign Language Resource Center, 2020-10-15)
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ItemTransforming our perspectives as language professionals during COVID-19(University of Hawaii National Foreign Language Resource Center, 2020-10-15)
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ItemFlexibility is the watchword(University of Hawaii National Foreign Language Resource Center, 2020-10-15)
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ItemLanguage program direction during COVID-19: Collective memories of the extraordinary(University of Hawaii National Foreign Language Resource Center, 2020-10-15)
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ItemThe dark clouds of COVID-19 (and the unexpected silver linings)(University of Hawaii National Foreign Language Resource Center, 2020-10-15)
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ItemIt takes a village: Digitizing domestic summer programs to confront COVID-19(University of Hawaii National Foreign Language Resource Center, 2020-10-15)
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ItemThe resilience of a community of practice during the COVID-19 crisis(University of Hawaii National Foreign Language Resource Center, 2020-10-15)
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ItemResponding to COVID-19: A chief academic officer's perspective(University of Hawaii National Foreign Language Resource Center, 2020-10-15)
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ItemTeacher development and multiliteracies pedagogy: Challenges and opportunities for postsecondary language programs(University of Hawaii National Foreign Language Resource Center, 2020-10-15)Over the past two decades, postsecondary language programs have experienced a paradigm shift away from communicative approaches toward more text-based curricula and the development of students’ multiple literacies. Numerous curricular and course-level models exist, and empirical research has documented the feasibility, linguistic outcomes, and perceptions of multiliteracies approaches. Yet few studies have investigated how postsecondary language teachers learn about and implement multiliteracies pedagogy and limited professional development resources exist to support teachers in this endeavor. To respond to these gaps and to recent calls for increased research into multiliteracies pedagogy and language teacher development, this article has three aims. First, we summarize current knowledge about postsecondary language teachers’ understandings and implementation of the multiliteracies framework, beginning with the 2011 AAUSC volume and continuing to the present. Next, we identify gaps and unanswered questions in this scholarship and suggest directions for future research. Finally, we discuss professional development needs for language teachers and program directors implementing multiliteracies approaches in postsecondary language programs and suggest tools and practices that might facilitate this work.