Fostering advanced L2 literacy: A genre-based, cognitive approach
Date
2003-01-01
Authors
Contributor
Advisor
Department
Instructor
Depositor
Speaker
Researcher
Consultant
Interviewer
Narrator
Transcriber
Annotator
Journal Title
Journal ISSN
Volume Title
Publisher
Thompson & Heinle
Volume
2003
Number/Issue
Starting Page
63
Ending Page
101
Alternative Title
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.
Description
Keywords
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
Extent
Format
Geographic Location
Time Period
Related To
Related To (URI)
Table of Contents
Rights
Rights Holder
Local Contexts
Collections
Email libraryada-l@lists.hawaii.edu if you need this content in ADA-compliant format.