Investigating connections among reading, writing, and language development: A multiliteracies perspective

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dc.contributor.authorPaesani, Kate
dc.date.accessioned2020-05-22T02:24:29Z
dc.date.available2020-05-22T02:24:29Z
dc.date.issued2016-10
dc.description.abstractThis study explores relationships among reading literature, creative writing, and language development in a university-level advanced French grammar course through the theoretical lens of the multiliteracies framework. The goal is to investigate reading-writing connections and whether these literacy practices facilitate students’ understanding and use of resources such as grammar, vocabulary, genre, and style. Qualitative and quantitative findings show that students recognize reading-writing connections and their contribution to language development; they perceive reading and writing as contributing to their understanding of language and text-based features; and they can apply to varying degrees textual resources learned through reading to creative writing tasks. The implications of these findings lend support to a growing body of research that explores the feasibility and outcomes of literacy-based approaches to teaching and learning in university-level foreign language contexts that have as their goal development of students’ advanced foreign language competencies.
dc.identifier.doi10125/66902
dc.identifier.issn1539-0578
dc.identifier.urihttp://hdl.handle.net/10125/66902
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.subjectliteracy
dc.subjectreading-writing connections
dc.subjectliterature
dc.subjectlanguage development
dc.subjectmultiliteracies framework
dc.titleInvestigating connections among reading, writing, and language development: A multiliteracies perspective
dc.typeArticle
dc.type.dcmiText
local.rfl.topicReading Instruction
prism.endingpage289
prism.number2
prism.startingpage266
prism.volume28

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Volume 28, No. 2 Special Issue: Celebrating Linguistically Diverse Learners of St. Louis: Responsive Research and Practice for Literacy