Specifying the literacy pedagogy moves through genre-based instruction for advanced second language teaching: developing multiple literacies through systemic functional linguistics

ABSTRACT

While the multiliteracies framework proposed two decades ago has had a considerable effect on the field of second language (L2) teaching and learning, its successful implementation has been found challenging, both on the conceptual and practical levels. In this paper, we discuss the main hurdles of putting the approach into practice and argue for the use of the genre-based instruction in combination with key constructs of systemic functional linguistics (SFL) as a framework that can help address these challenges. Connecting the multiliteracies pedagogy with the genre-based approach, we delineate specifically how the literacy pedagogy moves and knowledge processes that constitute them can be implemented in content- and language-integrated L2 instruction. We illustrate the approach by reporting on the materials development project that focuses on a particular public discourse theme (banning the burka in Austria) and advanced literacy genre (Argumentative Discussion). The project serves as an example of formulating the advanced L2 learning goals and designing activity types that can be used for developing the multiliteracies curricula in other instructional and thematic contexts.

KEYWORDS:

• Teacher training
• multiple literacies pedagogy
• knowledge processes
• genre-based instruction
• argumentative genres
• advanced L2 learner

Acknowledgments

We are grateful to the reviewers of the article for the detailed reading of our work and their insightful comments. We would also like to thank Dr. Kate Paesani for her valuable suggestions.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Marianna Ryshina-Pankova

Marianna Ryshina-Pankova is Associate Professor of German and Director of Graduate Studies at Georgetown University in Washington, DC. In collaboration with her colleagues, she is actively involved in the maintenance, revision, and evaluation of the undergraduate curriculum and in mentoring graduate student teachers in the program. Her research involves application of systemic functional theory in language pedagogy and content- and language-integrated curriculum design, development of advanced second language literacy and intercultural communicative competence, and second language teacher education.

Douglas C McKnight

Douglas Carlton McKnight recently completed his PhD in Georgetown University’s German Department. An independent scholar residing in Graz, Austria, his research interests are contemporary European history, memory studies, postwar German-language literature and culture, and second language (German) acquisition. McKnight has taught German at the university level and is currently writing a monograph on memory of the Second World War in contemporary Austria.