Volume 05 - Issue 1

Article Implementing multiliteracies-oriented curricula in introductory language programs: Language program directors share their insights on the process

Author
Hashemi, Tara
Volume
Volume 05 - Issue 1
Date Issued
2024-12-04
Keywords
Textbooks; Language Program Director; Multiliteracies; Multiliteracies framework
Publisher
University of Hawaii National Foreign Language Resource Center; (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Resources in Culture, Language, and Literacy; Second Language Teaching and Resource Center)
URI/DOI
/10125/69886
PDF
Citation
Hashemi, T. (2024). Implementing multiliteracies-oriented curricula in introductory language programs: Language program directors share their insights on the process. Second Language Research & Practice, 5(1), 33-50. https://hdl.handle.net/10125/69886
Record Details
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Abstract
The 2007 MLA challenged Language, Literature, and Culture (LLC) departments to create a more integrated curriculum combining language, literature, and culture. Although the MLA report inspired some reform efforts, it provided little guidance on implementation. To address this, adopting a multiliteracies framework was proposed as a way to incorporate textual content into language courses. Over a decade later, this study explored how U.S. Language Program Directors (LPDs) who implemented such a curriculum navigated challenges and why the uptake of the MLA's recommendations has been slow. The study revealed that while LPDs continued to use existing textbooks, they supplemented them with additional materials and assessments to support multiliteracies-based instruction. However, LPDs faced significant challenges, including increased workload and limited support from colleagues.