Literacies for LCTLs

To address the need for literacies-oriented materials for less commonly taught languages (LCTLs), CARLA is offering a workshop series and teaching materials that address pressing needs for LCTL teachers. Two two-part workshops will be offered between 2023–2025: the 2023–2024 workshops focus on implementing multiliteracies pedagogy in introductory LCTL classrooms; the 2024–2025 workshops focus on developing students’ knowledge of language forms through multiliteracies activities. Following each set of workshops, participants will receive feedback from the workshop leaders on materials they develop, which will then be published on this webpage.

Using Multiliteracies Pedagogy with Novice LCTL Learners

Workshop #1: A Kaleidoscopic Look at Texts:
Engaging Novice LCTL Learners Through Literacies-Informed Teaching

Workshop slide deck (PDF)

The term kaleidoscopic implies a wide range of possibilities when it comes to promoting language learning with a variety of multimodal texts. In this workshop, we explored how different textual genres can be used in beginning less commonly taught language (LCTL) classrooms to promote students’ literacies development. Specifically, we focused on the textual types found in linguistic landscapes and social media platforms and discussed texts in relation to research findings to address some of the challenges LCTL language educators face related to literacies-informed teaching practices. Attendees acquired tools to help them select and analyze texts of different genres.

Facilitators: Yuri Kumagai, Smith College and Borbala Gaspar, University of Arizona

Workshop #2: A Kaleidoscopic Look at Texts:
Engaging Novice LCTL Learners Through Literacies-Informed Teaching

Workshop slide deck (PDF)

In this workshop, participants designed activities that support novice LTCL learners as they engage with multimodal target language texts. Activities targeted the four activity types of multiliteracies pedagogy (experiencing, conceptualizing, analyzing, applying), which help learners see texts through different lenses and foster their linguistic competence. In addition, participants explored the possibilities that social media platforms and linguistic landscapes can offer LCTL teachers working with novice learners.

Facilitators: Yuri Kumagai, Smith College and Borbala Gaspar, University of Arizona