Oxford Applied Linguistics: Literacy and Language Teaching

Paperback | January 1, 2000

byRichard Kern

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This book discusses the need for foreign language programmes to teach literacy. It suggests approaches to curriculum development using a wide range of modern media texts such as newspapers, music videos, and film as a basis for cultural analysis.

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This book discusses the need for foreign language programmes to teach literacy. It suggests approaches to curriculum development using a wide range of modern media texts such as newspapers, music videos, and film as a basis for cultural analysis.

Professor Richard Kern is Director and Associate Professor of the French Language Program, in the Department of French at the University of California. He has published Literacy and Language Teaching with Oxford University Press.

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Format:PaperbackPublished:January 1, 2000Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0194421627

ISBN - 13:9780194421621

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Table of Contents

Acknowledgments Preface IntroductionShifting perspectives on literacyLiteracy and issues in language education: major themesOverview of the bookbr /br /PART ONE1Notions of literacyPrinciples of a sociocognitive view of literacyShifting paradigms in language teachingMultiple perspectives on literacyConclusion2. Communication, literacy, and language learningConduits, containers, and communicationAn alternative metaphor: design of meaningAvailable Designs: resources for making meaningConclusion3. Available Designs in literacyLinguistic resourcesSchematic resourcesConclusionbr /br /PART TWO4Reading as designReading as a dynamic rhetorical processReading as a social and individual processDesign and readingReading in a non-native languageReading and teaching reading across cultural contextsConclusion5. Teaching reading as designFour curricular componentsSituated practice (immersion)Overt instructionCritical framingTransformed practicePutting it all together: an outline of an integrative lessonConclusion6. Writing as designWriting in a non-native languageThree orientations to teaching writingConclusion7. Teaching writing as designSituated practice (immersion)Overt instructionCritical framingTransformed practiceA sample teaching sequenceConclusionbr /br /PART THREE8Computers, language, and literacyReading and writing; with computersSocial interaction via computers Conclusion9. Evaluating learners' performanceThe interpretive nature of assessment and evaluationThree desiderata for literacy-based assessment and evaluationRethinking the assessment and evaluation of reading and writingConclusion10. Rethinking language and literacy teachingGoals of a literacy-based curriculumRoles of teachers and learnersPotential obstacles to implementing a literacy-based curriculumImplications for teacher educationImplications for researchConclusionbr /BibliographyIndex