Literacy skills in foreign language learning, teaching and research 3301-JS2925-2ST
This course is devoted to the issue of literacy, in the narrow sense of the term, the skills of writing and reading in foreign language learning and teaching. In a broader sense, it also addresses the issue of developing digital literacies in this context. It discusses the definitions of the key term, mental processes related to the acquisition of reading and writing skills, and the influence of individual differences (e.g. age, motivation, or gender of students) on their development. The course also presents research on, among others, the influence of the level of writing and reading skills in the native language on their development in the second language. Different approaches to teaching these skills are presented, emphasizing the need for their integration, and ways of assessing them. The course also aims to make students understand empirical research in the field of developing writing and reading skills and to gain knowledge about the research methods used in this area.
Type of course
Mode
Prerequisites (description)
Course coordinators
Learning outcomes
Knowledge
Students will be able to:
- K_W01 - identify and characterize on an advanced level the specificity of foreign language acquisition and the underlying psycholinguistic processes within issues in the humanities dealing with knowledge acquisition. P7S_WK
- K_W02 - describe on an advanced level the current trends in the linguistic research on the development of literacy in foreign language learning and teaching. P7S_WG
Abilities
Students will be able to:
- K_U01 - apply advanced terminology and notions pertinent to the field of foreign language acquisition and teaching. P7S_UW
- K_U03 - apply knowledge obtained during the course to account for and solve a problem, thereby completing a research task on the development of written communication in a foreign language. P7S_UW, P7S_UK
- K_U04 - analyze and synthesize the knowledge about linguistic phenomena related to the development of written communication in the context of societal factors on an advanced level. P7S_UW
- K_U05 - discern alternative methodological paradigms in research on the development of foreign language literacy. P7S_UK
- K_U08 - participate in group work, collaborate with others and be a team leader in conducting collaborative work, presentations and other tasks included in the curriculum. P7S_UO
- K_U09 - present knowledge in a coherent, precise and linguistically correct manner and communicate in English at level C2 according to the Common European Framework of Reference for Languages, ensuring the use of appropriate forms of expression for the communicative situation. P7S_UK
Social competences
Students will be ready to:
- K_K02 - commit to lifelong learning, as well as personal and professional development applying knowledge and skills obtained during the course of study. P7S_KK
- K_K03 - take responsibility for performing one’s professional duties, with due respect for the work of others, obey and develop the ethical norms in professional and academic environments related to linguistics. P7S_KR
- K_K04 - assess critically one’s own knowledge and skills related to the field of linguistics. P7S_KO
Education at language level B2+.
Assessment criteria
- preparation for classes and participation in the discussions 25%
- short oral presentation and discussion on a selected topic 55%
- written work 20%
3 absences are allowed.
Bibliography
Alderson, J. C. (2000). Assessing Reading. Cambridge: Cambridge University Press.
Birnie, B. F. (2016). Assessing Writing: A Guide for Teachers, School Leaders, and Evaluators. Lanham: Rowman & Littlefield.
Brisk, M. E., and M. M. Harrington (2008). Literacy and Bilingualism: Handbook for All Teachers. London: Routledge.
Cirocki, A., B. Indrarathne, and S. McCulloch (eds.) (2024). Cognitive and Educational Psychology for TESOL: A Guide for Practitioners. Cham: Springer Nature.
Dudney, G., Hockly, N., and M. Pegrum (2013). Digital Literacies: Research and Resources in Language Teaching. London: Routledge.
Ene, E., B. Gilliland, S. Henderson Lee, T. Saenkhum, and L. Seloni (eds.) (2024). EFL Writing Teacher Education and Professional Development: Voices from Under-Represented Contexts. Bristol: Multilingual Matters.
Grabe, W., and F. L. Stoller (2002). Teaching and Researching Reading. London: Longman.
Grainger, T. (ed.) (2004). The RoutledgeFalmer Reader in Language and Literacy. London: RoutledgeFalmer.
Hyland, K. (2002). Teaching and Researching Writing. London: Longman.
Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press.
Israel, S. E. (ed.) (2017). Handbook of Research on Reading Comprehension. New York: The Guilford Press.
Khalifa, H., and C. J. Weir (2011). Examining Reading: Research and Practice in Assessing Second Language Reading. Cambridge: Cambridge University Press.
Leather, S., and J. Uden (2021). Extensive Reading: The Role of Motivation. London: Routledge.
Li, S., Hiver, P., and M. Papi (eds.). (2022). The Routledge Handbook of Second Language Acquisition and Individual Differences. New York: Routledge.
Manchón, R. M. (ed.) (2011). Learning-to-Write and Writing-to-Learn in an Additional Language. Amsterdam: John Benjamins Publishing Company.
Manchón, R. M., and Ch. Polio (eds.) (2022). The Routledge Handbook on Second Language Acquisition and Writing. New York: Routledge.
Spiro, J., and A. Paran (2023). Becoming a Reading Teacher: Connecting Research and Practice. London: Routledge.
Weigle, S. C. (2002). Assessing Writing. Cabridge: Cambridge University Press.
Wyse, D., Andrews, R., and J. Hoffman (eds.) (2010). The Routledge International Handbook of English, Language and Literacy Teaching. New York: Routledge.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: