This qualitative study explored the impact of reading on writing in a collegiate French culture course that emphasized genre-based writing pedagogy. In particular, the study focused on how 19 advanced collegiate learners of French used model text resources in writing a letter-manifesto and what their perceptions were of participation in genre-based writing instruction. Based on this study's findings, the authors make an argument for how genre-based pedagogy can facilitate advanced literacy development in a FL. They also highlight challenges of this pedagogy and directions for future research and implementation in collegiate FL programs.
Although social justice and related critical pedagogies are rapidly growing areas of interest in language education, instructional materials for use across languages and levels and published as free and adaptable Open Educational Resources (OERs) are lacking. The purpose of this article is to describe the frameworks, process, and lessons learned related to the creation of three instructional planning templates that support social justice in language education and scaffold implementation of multiliteracies and social justice pedagogies. After defining social justice, the article summarizes the frameworks that inform the instructional templates, describes the process of creating, piloting, and revising the templates, and identifies the affordances and constraints discovered through this process.
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