Applied Literacy in Second Language Education: (Re) Framing Discourse in Literature‐Based Classrooms

Mantero, Miguel

doi:10.1111/j.1944-9720.2006.tb02252.x

Cited by 14 publications

(18 citation statements)

References 32 publications

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“…Just as study abroad cannot guarantee engagement with the TL and the TL culture, neither can it be assumed that students will continue to progress in their speaking skills when their courses shift from those that focus on language skill development to those that focus on literature and culture (Swaffar, ). Research on student discourse in upper‐division literature courses (e.g., Brooks & Donato, ; Mantero, ; Polio & Zyzik, ) has shown that students do not often engage in either the type or amount of speaking that will enable them to progress beyond the Intermediate level. For example, in their analysis of discussions of literary texts in an upper‐level undergraduate Spanish literature class, Donato and Brooks () discovered that the instructor's questions had one right answer only and enabled her to take the floor in the discussion rather than the students, the classroom discourse pattern did not encourage students to respond beyond the word and sentence level, and the range of time frames used in discussions was limited mostly to the present.…”

Section: Achieving Advanced‐level Proficiencymentioning

confidence: 99%

Teachers’ Oral Proficiency in the Target Language: Research on Its Role in Language Teaching and Learning

Chambless

2012

Foreign Language Annals

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In the past decade, the foreign language (FL) profession has established standards for beginning language teachers that are used by accrediting agencies and state licensing agencies to make decisions regarding teacher preparation program recognition and teacher certification. Among these expectations is the requirement that beginning teachers demonstrate a minimum level of Advanced‐Low on the ACTFL Proficiency Guidelines for Speaking. Consequently, the role that teachers’ oral proficiency in the target language (TL) plays in classroom instruction has become a critical issue in the field of FL education. This review presents current research related to teachers’ TL proficiency and its impact on classroom practices, teacher effectiveness, and student learning. The article raises questions that merit investigation in future research as it strives to clarify the role that teacher TL proficiency plays in classroom instruction and learning of the TL.

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Section: Achieving Advanced‐level Proficiencymentioning

confidence: 99%

Teachers’ Oral Proficiency in the Target Language: Research on Its Role in Language Teaching and Learning

Chambless

2012

Foreign Language Annals

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“…In a similar vein, Mantero (, ) examined text‐centered talk in a third‐year introductory Hispanic literature course. Mantero's analyses revealed patterns of discourse that were very similar to the IREs of the Donato and Brooks () study.…”

Section: Introductionmentioning

confidence: 99%

Incidental Language Learning in Foreign Language Content Courses

Rodgers

2015

The Modern Language Journal

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This study examined the extent to which 40 students enrolled in upper level foreign language literary/cultural studies content courses showed evidence of incidental language learning over the course of a semester. Students completed a cloze passage and provided both writing and speaking samples at the beginning and end of the semester. In addition, they completed questionnaires related to their goals and perceived development, and instructors were interviewed and observed at various intervals throughout the semester. Instructors' focus was primarily on the content; focus on language was secondary and dealt with incidentally. Some positive evidence of language learning was found, but was mostly limited to students' writing. Speaking abilities, on the other hand, showed little evidence of significant improvement, and global proficiency, as measured by the cloze test, improved in some cases but not in others. Thus, there is some evidence for incidental language learning, but the question remains whether more could have been accomplished. It is suggested that an approach that more intentionally integrates content and language may meet the needs of a greater number of learners and maximize the potential for more language development.

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“…A second literacy‐based model, applied literacy in second language education (ALL2E), responded to the following question: “How can instruction and discourse in [second language classrooms] be framed in order to provide opportunities for language learning and cognitive development for its participants?” (Mantero, , p. 99). In developing the model, Mantero focused specifically on literature‐based classrooms and the role of grammar and formal evaluation within them.…”

Section: Implementing Curricular Solutionsmentioning

confidence: 99%

Beyond the Language‐Content Divide: Research on Advanced Foreign Language Instruction at the Postsecondary Level

Paesani

Allen

2012

Foreign Language Annals

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This review examines research on advanced‐level foreign language (FL) teaching and learning in collegiate contexts with a particular focus on the merging of language and literary‐cultural content. The overarching question framing this review is: What is the relationship between language, literature, and culture, and how are they instantiated through FL curricula and instruction at the advanced level? To respond to this question, language and literary‐cultural content in advanced FL contexts are addressed from the perspective of three trends evidenced in published research: (1) conceptualizations of literature and culture within the advanced‐level curriculum, (2) integration of language and literary‐cultural content at the course level, and (3) incorporation of advanced language and content at the curricular level. The review concludes by identifying overarching themes and directions for future research.

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Applied Literacy in Second Language Education: (Re) Framing Discourse in Literature‐Based Classrooms

Cited by 14 publications

References 32 publications

Teachers’ Oral Proficiency in the Target Language: Research on Its Role in Language Teaching and Learning

Teachers’ Oral Proficiency in the Target Language: Research on Its Role in Language Teaching and Learning

Incidental Language Learning in Foreign Language Content Courses

Beyond the Language‐Content Divide: Research on Advanced Foreign Language Instruction at the Postsecondary Level

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