Student perceptions of multiliteracies-oriented and traditional grammar activities: A mixed-methods case study
Student perceptions of multiliteracies-oriented and traditional grammar activities: A mixed-methods case study

Summary/Abstract: This mixed-methods case study investigates the implementation of multiliteracies pedagogy (Cope & Kaltantzis, 2009; New London Group, 1996) in the study of language forms and literary texts in a university-level advanced French grammar and stylistics course. Specifically, this study explores student perceptions of mulitiliteracies-based pedagogy and traditional grammar instruction as they relate to linguistic development. Findings show that students perceived multiliteracies-oriented activities positively and further recognized the link between these activities and improvement of grammatical knowledge and reading and writing competencies in French. The implications of these findings lend support to a growing body of empirical research in universitylevel foreign language contexts that underscores the effectiveness of multiliteracies pedagogy for establishing form-meaning connections, encouraging textual interpretation and transformation, and moving students toward advanced foreign language competencies.

• Details
• Contents