Overview

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.

Full Product Details

Author:   Richard Kern
Publisher:   Oxford University Press
Imprint:   Oxford University Press
Dimensions:   Width: 15.70cm , Height: 2.10cm , Length: 23.50cm
Weight:   0.554kg
ISBN:  

9780194421621

ISBN 10:   0194421627
Pages:   368
Publication Date:   14 September 2000
Audience:   ELT/ESL ,  ELT General
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

Acknowledgments Preface Introduction Shifting perspectives on literacy Literacy and issues in language education: major themes Overview of the book PART ONE 1Notions of literacy Principles of a sociocognitive view of literacy Shifting paradigms in language teaching Multiple perspectives on literacy Conclusion 2: Communication, literacy, and language learning Conduits, containers, and communication An alternative metaphor: design of meaning Available Designs: resources for making meaning Conclusion 3: Available Designs in literacy Linguistic resources Schematic resources Conclusion PART TWO 4Reading as design Reading as a dynamic rhetorical process Reading as a social and individual process Design and reading Reading in a non-native language Reading and teaching reading across cultural contexts Conclusion 5: Teaching reading as design Four curricular components Situated practice (immersion) Overt instruction Critical framing Transformed practice Putting it all together: an outline of an integrative lesson Conclusion 6: Writing as design Writing in a non-native language Three orientations to teaching writing Conclusion 7: Teaching writing as design Situated practice (immersion) Overt instruction Critical framing Transformed practice A sample teaching sequence Conclusion PART THREE 8Computers, language, and literacy Reading and writing; with computers Social interaction via computers Conclusion 9: Evaluating learners' performance The interpretive nature of assessment and evaluation Three desiderata for literacy-based assessment and evaluation Rethinking the assessment and evaluation of reading and writing Conclusion 10: Rethinking language and literacy teaching Goals of a literacy-based curriculum Roles of teachers and learners Potential obstacles to implementing a literacy-based curriculum Implications for teacher education Implications for research Conclusion Bibliography Index

Reviews

Author Information

Tab Content 6

Author Website:  

Countries Available

All regions