Learning to Mean in Spanish Writing: A Case Study of a Genre‐Based Pedagogy for Standards‐Based Writing Instruction
Francis J. Troyan (PhD, University of Pittsburgh) is Assistant Professor of Foreign and Second Language Education at The Ohio State University, Columbus.
Abstract
This case study reports the results of a genre‐based approach, which was used to explicitly teach the touristic landmark description to fourth‐grade students of Spanish as a foreign language. The instructional model and unit of instruction were informed by the pedagogies of the Sydney School of Linguistics and an instructional model for integrating the three modes of communication, as well as the literature on content‐based instruction. An analysis of the writing of a focal student, Jackie, provides evidence of the potential of the pedagogy to develop students' ability to appropriate the linguistic representation of content in ways that current frameworks do not yet consider. Thus, implications of the findings are explored related to the integration of functional linguistics, genre theory, and genre‐based pedagogy for instruction that is informed by the World‐Readiness Standards, the ACTFL Proficiency Guidelines—Writing, and the NCSSFL‐ACTFL Can‐Do Statements for presentational writing.
Number of times cited: 3
- Anne Cummings Hlas, Grand challenges and great potential in foreign language teaching and learning, Foreign Language Annals, 51, 1, (46-54), (2018).
- Chantelle Warner and Beatrice Dupuy, Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and beyond, Foreign Language Annals, 51, 1, (116-128), (2018).
- Francis J. Troyan, Laurent Cammarata and Jason Martel, Integration PCK: Modeling the Knowledge(s) Underlying a World Language Teacher's Implementation of CBI, Foreign Language Annals, 50, 2, (458-476), (2017).
