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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Teacher development and multiliteracies pedagogy: Challenges and opportunities for postsecondary language programs Paesani, Kate; Allen, Heather Willis. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020 Abstract: Over the past two decades, postsecondary language programs have experienced a paradigm shift away from communicative approaches toward more text-based curricula and the development of students’ multiple literacies. Numerous curricular and course-level models exist, and empirical research has documented the feasibility, linguistic outcomes, and perceptions of multiliteracies approaches. Yet few studies have investigated how postsecondary language teachers learn about and implement multiliteracies pedagogy and limited professional development resources exist to support teachers in this endeavor. To respond to these gaps and to recent calls for increased research into multiliteracies pedagogy and language teacher development, this article has three aims. First, we summarize current knowledge about postsecondary language teachers’ understandings and implementation of the multiliteracies framework, beginning with the 2011 AAUSC volume and continuing to the present. Next, we identify gaps and unanswered questions in this scholarship and suggest directions for future research. Finally, we discuss professional development needs for language teachers and program directors implementing multiliteracies approaches in postsecondary language programs and suggest tools and practices that might facilitate this work. Keyword: language teacher education; literacies; multiliteracies framework; professional development URL: http://hdl.handle.net/10125/69844 BASE Hide details 2 A multiliteracies framework for collegiate foreign language teaching Dupuy, Beatrice; Allen, Heather Willis; Paesani, Kate. - Boston [u.a.] : Pearson, 2016 BLLDB UB Frankfurt Linguistik Show details 3 Beyond the Language‐Content Divide: Research on Advanced Foreign Language Instruction at the Postsecondary Level Paesani, Kate; Allen, Heather Willis In: Foreign language annals. - New York, NY 45 (2012), s54 OLC Linguistik Show details 4 Study Abroad, Foreign Language Use, and the Communities Standard Allen, Heather Willis; Dupuy, Beatrice In: Foreign language annals. - New York, NY 45 (2012) 4, 468-493 OLC Linguistik Show details 5 Principles and practices of the standards in college foreign language education Schultz, Jean Marie; Nisselson, Rachel (Hrsg.); Oskoz, Ana. - Boston, Mass. : Heinle Cengage Learning, 2011 BLLDB UB Frankfurt Linguistik Show details 6 Coda. Foreign language graduate student teacher development in the twenty-first century: Challenges and opportunities for collegiate foreign language studies Maxim, Hiram H.; Allen, Heather Willis. - : Heinle Cengage Learning, 2011 BASE Show details 7 Discussion on hybrid models of teaching and learning Thoms, Joshua; Rubio, Fernando; Allen, Heather Willis In: Languages, Philosophy, and Communication Studies Faculty Publications (2009) BASE Show details 8 The Teaching and Learning of Cultural Concepts - A Mixed-Methodology Investigation of the Linguisitic and Affective Outcomes of Summer Study Abroad Allen, Heather Willis; Herron, Carol In: Foreign language annals. - New York, NY 36 (2003) 3, 370-385 OLC Linguistik Show details

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