MULTIPLE LITERACIES FOR 21ST CENTURY LEARNERS
April 1, 2016
Dr. Beatrice Dupuy (Co-Director of the Center for Educational Resources in Culture, Language, and Literacy and Chair of the Interdisciplinary Ph.D. Program In Second Language Acquisition and Teaching)
Title: Multiliteracies and world language education today: Why, what, and how?
Abstract: It is no longer possible today to think of language teaching and learning solely, or even mostly, in terms of language per se. In our increasingly technology-mediated world, language is often combined with other semiotic modes, and multimodalities are moving language “… from its former unchallenged role as the medium of communication, to the role of one medium” (Kress & van Leeuwen, 2006, p. 34). Consequently, foreign language programs need to move beyond communicative and language-centered approaches and embrace more comprehensive and integrated ones, which teach learners FL literacies and guide them to become effective produsers of multimodal texts.
In this keynote, I will consider a pedagogy of multiliteracies as a framework which can provide 1) the link between content and language and allow students to not only develop the ability to produce and interpret multimodal texts but also a critical awareness of the relationship between modes of meaning, discourse conventions, and social and cultural contexts that our times demand ; 2) an organizing principle for instructors that potentially promotes more principled curricular and pedagogical decision making and practices, and 3) a way to overcome the pedagogical and structural dichotomies often found in language and literature departments. Accordingly, I will begin by briefly reviewing key aspects of a pedagogy of multiliteracies framework. Drawing from my own work and from that of peers, I will next focus my attention on how it translates in the concrete realities of the language classroom and examine the implications that adopting such a framework has for teacher education.
Beatrice Dupuy is Professor of French and Applied Linguistics at the University of Arizona. Currently, she is Chair of the Interdisciplinary Ph.D. program in Second Language Acquisition and Teaching (SLAT) and Co-Director of the Center for Educational Resources in Culture, Language, and Literacy (CERCLL), one of sixteen USDE Title VI Language Resource Centers (LRC) in the United States. Her research focuses on language teacher professional development, literacy-based approaches to teaching and learning, and on experiential learning as a theoretical and practical framework for language education in home and study-abroad contexts. Her research has appeared in Foreign Language Annals, the Canadian Modern Language Review, System,Applied Language Learning, the French Review, L2Journal. Her book-length projects include a first-year French textbook, Français Monde: Connectez-vous à la Francophonie (Pearson/Prentice Hall, 2011), co-authored with Robert Ariew (University of Arizona) and AMultiliteracies Framework for Collegiate Foreign Language Teaching (Pearson Higher Education, 2016) co-authored with Heather Willis Allen (University of Wisconsin, Madison) and Kate Paesani (Wayne State University).
Community College Middle East language instructors: Click here for a travel funding application.
This workshop is an activity of the Western Consortium of MIddle East National Resource Centers.