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Applied Literacy in Second Language Education: (Re) Framing Discourse in Literature‐Based Classrooms
Author(s) -
Mantero Miguel
Publication year - 2006
Publication title -
foreign language annals
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.258
H-Index - 49
eISSN - 1944-9720
pISSN - 0015-718X
DOI - 10.1111/j.1944-9720.2006.tb02252.x
Subject(s) - framing (construction) , grammar , literacy , linguistics , mathematics education , discourse analysis , cognition , language education , language assessment , sociology , pedagogy , psychology , philosophy , structural engineering , neuroscience , engineering
The present investigation explores and presents a theoretical model of instruction—applied literacy in second language education (ALL2E)—and suggests a contemporary view of the roles of grammar and formal evaluation within literature‐based second language (L2) classrooms. Essentially, this article addresses the question “How can instruction and discourse in this setting he framed in order to provide opportunities for language learning and cognitive development for its participants?” Research in the area of literature‐based L2 classrooms is reviewed before explaining and clarifying the elements involved during traditional text‐based talk. ALL2E is clearly defined and differentiated from current approaches within literature‐based L2 classrooms.