Literacy "en Français" and "à la Française": Socializing Students to Academic Literacy Practices in a Foreign Language

Autor/inn/en	Linares, Emily; Blocker, Déborah
Titel	Literacy "en Français" and "à la Française": Socializing Students to Academic Literacy Practices in a Foreign Language
Quelle	In: Foreign Language Annals, 54 (2021) 4, S.1027-1058 (32 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Linares, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12589
Schlagwörter	Socialization; Academic Language; French; Second Language Learning; Second Language Instruction; Multiple Literacies; State Universities; French Literature; Undergraduate Students; Literacy; Educational Experience; Cultural Awareness; Language Usage; Grammar; Writing (Composition); Advanced Courses; California (Berkeley) + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Französisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Staatliche Universität; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungserfahrung; Cultural identity; Kulturelle Identität; Sprachgebrauch; Grammatik; Schreibübung; Fortgeschrittenenunterricht
Abstract	Research on academic socialization has predominately focused on the L2 educational experiences of international students. While foreign language (FL) research has explored "multiliteracies" and "intercultural learning," literacy in a FL continues to be understood as the use of foreign words and grammar combined with culturally familiar reading and writing practices. This article, which is conceptual in nature, highlights the potential to socialize US FL learners to literacy practices from the target culture. It reports on an upper-division French literature and composition course that was redesigned to socialize students at UC Berkeley to two French academic genres, namely, the "explication de texte" and "commentaire composé." The insights from the present project, which are not language-specific and hold relevance for undergraduate and graduate students alike, encourage critical reflection within FL departments on what is--and can be--entailed by literacy in additional languages. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01