Multiliteracies Archive

Results in L2 Journal Articles

Introduction to the Special Issue on Living Literacies

This special volume on “Living Literacies” is an addendum to an existing body of work in L2 education that has amassed over the past few decades, which makes a collective case that literacy ought to be a central pedagogical objective for language and culture curricula. This has been a particularly predominant discourse in collegiate foreign language teaching, where the calls for a paradigm shift are often directly coupled with critiques of the bifurcated curricular models that have long shaped foreign language departments (e.g., Allen & Paesani, 2010; Kern, 2000, 2003), though interest in L2 literacy over the past couple of decades has also been associated with broader discussions around ...

Exploring Digital Literacy Practices via L2 Social Reading

This exploratory study analyzes the digital literacy practices that resulted from learner-learner interactions within a virtual environment when collaboratively reading eighteen Spanish poems via a digital annotation tool over a four-week period in a college-level Hispanic literature course. Using an ecological theoretical perspective and centering on the affordance construct (van Lier, 2004), we investigate how linguistic characteristics of the poems affect the nature of learners’ annotations and also analyze how learners’ written comments/annotations change over time when engaging in L2 social reading. Findings suggest that when the lexical diversity of the poems increased, the number of literary affordances ...

Designing Meaning and Identity in Multiliteracies Pedagogy: From Multilingual Subjects to Authentic Speakers

This essay examines textual engagement of two students during a Multiliteracies lesson on a French poem (Liberté, Paul Eluard) in terms of the multilingual subject (Kramsch, 2009) and the authentic speaker (Van Compernolle, 2016). The case studies are based on personal data: (1) the students’ autobiographies written on the first day of the course; (2) the transcript of their annotated comments about the poem; (3) their essays comparing the French poem to an English translation; and (4) their retrospective analysis about the effects of the multiliteracies lesson and course. The essay begins with a review of the Multiliteracies Framework, and the concepts of the multilingual subject and the authentic speaker. Next, the essay turns to ...

This paper presents a narrative account of teaching-researching-learning processes in practice, in the context of a language teacher development program at the Louvre Museum in Paris, France. Approaching L2 literacies as the interplay of intersubjective, sensory, and embodied experiences of language users in their situated encounters with symbolic forms at the art museum, the paper explores pedagogical pathways towards multiliteracies through encounters with ...

The Study of Literary Texts at the Nexus of Multiple Histories in the Intermediate College-Level German Classroom

This article addresses the teaching of complex representations of history through the study of literary texts in the college-level intermediate German class, employing the categories and tenets of Scollon and Scollon’s (2004) nexus analysis (see also Scollon, 2001). Nexus analysis is a model for understanding the meeting point of social actions and multiple discourses, each ...

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