Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/69598

Fostering advanced L2 literacy: A genre-based, cognitive approach

File Size Format  
2003 03.pdf 659.24 kB Adobe PDF View/Open

Item Summary

Title:Fostering advanced L2 literacy: A genre-based, cognitive approach
Authors:Byrnes, Heidi
Sprang, Katherine A.
Date Issued:01 Jan 2003
Publisher:Thompson & Heinle
Citation:Byrnes, H., Sprang, K.A. (2003). Fostering advanced L2 literacy: A genre-based, cognitive approach. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 63-101. http://hdl.handle.net/102015/69598
Abstract:The paper argues for the need and opportunity to consider advanced second language abilities as part of the curricular and pedagogical vision of collegiate foreign language departments. It builds the context for such an expanded goal by focusing on the notion of literacy which, together with a genre-oriented and task-based approach that explicitly incorporates the cognitive abilities of literate adult learners, can support the required programmatic decision-making. It exemplifies such an approach within an integrated undergraduate FL curriculum, first, by showing how early advanced L2 learners can learn to make rich narrative choices in the area of place and time within story telling and, second, by demonstrating how even more advanced learners can acquire the ability to make choices in two major forms of meaning-making, congruent and synoptic forms of semiosis, by working with the micro-genre public political speech. It concludes with a model for continua of developing multiple literacies in collegiate FL programs.
URI:http://hdl.handle.net/10125/69598
Volume:2003
Appears in Collections: 2003 ADVANCED FOREIGN-LANGUAGE INSTRUCTION


Please email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.