The main objective of this course is to help students develop their writing skills in Spanish. Students will work with authentic, open-source multimodal materials in order to:
- Reflect on their knowledge of a particular topic and be exposed to new perspectives on it;
- Conceptualize essential aspects of the content and formulate connections to concepts and theory;
- Analyze and understand linguistic and discursive aspects from a functional (how meaning is expressed) perspective, and critically examine what perspectives, interests, and motives are presented; and
- Apply their new knowledge creatively in related, academic written (e.g., producing a similar text on a different topic) and/or multimodal tasks (e.g., developing an infographics).
- Demonstrate presentation skills in writing and speaking through essays, presentations, and other multimodal projects.
- Demonstrate interpretive communication skills by reading, listening to, and viewing authentic materials.
- Demonstrate an understanding of major ideas as well as important information using effective reading, listening, and viewing strategies to interpret authentic materials.
By the end of the course students:
- Will have expanded their knowledge of the structural and functional (meaning) aspects that characterize the following kinds of texts in Spanish: expository, narrative, descriptive, and informational.
- Will be able to apply this knowledge in the development of different written and multimodal tasks within the four genres discussed in class.
- Will have participated in class discussions and oral, multimodal presentations, and will be able to clearly state and support ideas providing evidence from the content discussed in class.
- Will have gained and demonstrated appreciation of Hispanic/Latinx cultures’ customs, practices, products, and perspectives on different topics.
Instruction in this book is guided by the tenets of two frameworks, the multiliteracies approach Learning by Design (Kalantzis, Cope, & Zapata, 2019; Zapata, 2022) and Genre-Based Instruction (Hyland, 2014; Troyan, 2021). These approaches are combined in each module as follows (Genre-Based Instruction’s cycle [in blue]; Learning by Design’s knowledge processes [in color]):
Learning by Design (and L2/HL Instruction)
- Zapata, G. C. (2022). Chapter 1: Introduction to Learning by Design. Licensed under CC BY-NC-ND 4.0. Available at https://library.oapen.org/bitstream/handle/20.500.12657/54053/9781003106258_10.4324_9781003106258-1.pdf?sequence=1
- Zapata, G. C. (2022). Chapter 2: Learning by Design and second language education. Licensed under CC BY-NC-ND 4.0. Available at https://tandfbis.s3.us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9781003106258_10.4324_9781003106258-2.pdf
- Zapata, G. C. (2022). Chapter 3: Learning by Design and second language teaching practices. Licensed under CC BY-NC-ND 4.0. Available at https://library.oapen.org/bitstream/handle/20.500.12657/54055/9781003106258_10.4324_9781003106258-3.pdf?sequence=1
- Cope, B., & Kalantzis, M. (2015). The things you do to know: An introduction to the pedagogy of multiliteracies. In B. Cope & M. Kalantzis (Eds.), A pedagogy of multiliteracies: Learning by design (pp. 1–36). Palgrave Macmillan.
- Kalantzis, M., & Cope, B. (2012a). Literacies. Cambridge University Press.
- Kalantzis, M., & Cope, B. (2012b). New learning: Elements of a science of education (2nd ed.). Cambridge University Press.
- Kalantzis, M., Cope, B., & the Learning by Design Project Group (2005). Learning by Design. Victorian Schools Innovation Commission and Common Ground Publishing.
- Kalantzis, M., Cope, B., Chan, B., & Dalley-Trim, L. (2016) Literacies (2nd ed.). Cambridge University Press.
- Kalantzis, M., Cope, B., & Zapata, G. C. (2019). Las alfabetizaciones múltiples: Teoría y práctica [Multiliteracies: Theory and practice]. Octaedro.
- Zapata, G. C. (2022). Learning by Design and second language teaching: Theory, research, and practice. Routledge. Google book preview: https://bit.ly/3Mcrpua.
- Zapata, G. C., & Lacorte, M. (Eds.) (2017). Multiliteracies pedagogy and language learning: Teaching Spanish to heritage speakers. Palgrave Macmillan.
- Zapata, G. C., & Ribota, A. (2021b). Chapter 1: Open educational resources in heritage and L2 Spanish classrooms: Design, development, and implementation. In C. Blyth & J. Thoms (Eds.), Open education and foreign language learning and teaching: The rise of a new knowledge ecology (pp. 25-46). Multilingual Matters. https://doi.org/10.21832/9781800411005-003
- Derewianka, B. (1990). Exploring how texts work. Primary English Teaching Association.
- Glisan, E. W., & Donato, R. (2021). Enacting the work of language instruction: High-leverage teaching practices (Volume 2). ACTFL.
- Hyland, K. (2014). Genre and second language writing. The University of Michigan Press.
- Troyan, F. J. (Ed.) (2021). Genre in world language education: Contextualized assessment and learning. Routledge.
Multiliteracies and L2 Instruction
- Allen, H.W., & Paesani, K. (2010). Exploring the feasibility of a pedagogy of multiliteracies in introductory foreign language courses. L2 Journal, 2, 119–142. https://doi.org/10.5070/L2219064
- Paesani, K., Allen, H. W., & Dupuy, B. (2015). A multiliteracies framework for collegiate foreign language teaching. Pearson.
- Warner, C., & Dupuy, B. (2018). Moving toward multiliteracies in foreign language teaching: Past and present perspectives…and beyond. Foreign Language Annals, 51, 116–128. https://doi.org/10.1111/flan.12316