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Keywords:

  • French;
  • Spanish;
  • culture;
  • literacy;
  • National Standards;
  • sociocultural theory;
  • teaching methods

Abstract

What does it mean to capably communicate across languages? This article introduces two theoretical models and a lesson plan format designed to facilitate the integration of proficiency, literacy, and culture teaching in foreign language teaching. The Second Symbolic Competencies Model configures proficiency and literacy as subordinate clusters of symbolic tools that flow from a cultural core. With regard to the literacy corner of the triad, the Composite Textual Comprehension Model focuses on the often neglected mistransference of learners’ first language and culture in interpreting second language texts. Both models find congruence in the Sociocultural Model Lesson Plan.