Mapping New Classrooms in Literacy-Oriented Foreign Language Teaching and Learning: The Role of the Reading Experience

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

Abstract

While multiliteracy frameworks grounded in social semiotics and genre theory have provided language teachers and users with valuable theoretical maps for understanding the linguistic design of texts, the social and affective experience of foreign language reading has received less attention in fields of foreign and second language pedagogy. Especially in the social, institutional context of the classroom, literacy involves an awareness of periodically precarious symbolic terrains. Readers situate themselves and their textual responses vis-à-vis authors, narrators, or characters, and their own predispositions to a text’s subject matter. This chapter draws on examples from in and outside of the classroom in order to raise some of the issues related to experientiality and reading that theories of literacy and language teaching might address.

Original languageEnglish (US)
Title of host publicationEducational Linguistics
PublisherSpringer Science+Business Media B.V.
Pages157-175
Number of pages19
DOIs
StatePublished - 2014

Publication series

NameEducational Linguistics
Volume21
ISSN (Print)1572-0292
ISSN (Electronic)2215-1656

Keywords

  • Experientiality
  • Multiliteracies
  • Reader position
  • Reader response
  • Symbolic awareness
  • Systemic-functional linguistics

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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    Warner, C. (2014). Mapping New Classrooms in Literacy-Oriented Foreign Language Teaching and Learning: The Role of the Reading Experience. In Educational Linguistics (pp. 157-175). (Educational Linguistics; Vol. 21). Springer Science+Business Media B.V.. https://doi.org/10.1007/978-94-017-9159-5_8