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Książka ta zakłada umiejętności pisania jako zasady organizacji nauczania języków obcych. Adresowanie kluczowych wyników badań do teorii poznawczej, socjolingwistyki, analizy dyskursu, przyswajanie języka i badanie umiejętności pisania i czytania. Książka stara się umieścić literacką, kulturalną, językową i poznawczą teorię na równych warunkach w praktyce klasowej. Napisana dla nauczycieli, jak również dla językoznawców, książka zawiera heurystyczne ramy nauczania czytania i pisania, jak bardzo powiązane akty komunikacji na wszystkich szczeblach nauki języka.


This book posits literacy as an organizing principle for foreign language education. Addressing key research findings in cognitive theory, sociolinguistics, discourse analysis, language acquisition, and literacy studies. The book attempts to put literary, cultural, linguistic, and cognitive theory on a productive parity with classroom practice. Written for teachers as well aslanguage researchers, the book provides a heuristic framework for teaching reading and writing as highly interrelated acts of communication, at all levels of language study.

Acknowledgments
Preface
Introduction
Shifting perspectives on literacy
Literacy and issues in language education: major themes
Overview of the book



PART ONE
Notions of literacy
Principles of a sociocognitive view of literacy
Shifting paradigms in language teaching
Multiple perspectives on literacy
Conclusion

2 Communication, literacy, and language learning
Conduits, containers, and communication
An alternative metaphor: design of meaning
Available Designs: resources for making meaning
Conclusion

3 Available Designs in literacy
Linguistic resources
Schematic resources
Conclusion



PART TWO
Reading as design
Reading as a dynamic rhetorical process
Reading as a social and individual process
Design and reading
Reading in a non-native language
Reading and teaching reading across cultural contexts
Conclusion

5 Teaching reading as design
Four curricular components
Situated practice (immersion)
Overt instruction
Critical framing
Transformed practice
Putting it all together: an outline of an integrative lesson
Conclusion

6 Writing as design
Writing in a non-native language
Three orientations to teaching writing
Conclusion

7 Teaching writing as design
Situated practice (immersion)
Overt instruction
Critical framing
Transformed practice
A sample teaching sequence
Conclusion



PART THREE
Computers, language, and literacy
Reading and writing; with computers
Social interaction via computers
Conclusion

9 Evaluating learners' performance
The interpretive nature of assessment and evaluation
Three desiderata for literacy-based assessment and evaluation
Rethinking the assessment and evaluation of reading and writing
Conclusion

10 Rethinking language and literacy teaching
Goals of a literacy-based curriculum
Roles of teachers and learners
Potential obstacles to implementing a literacy-based curriculum
Implications for teacher education
Implications for research
Conclusion

Bibliography
Index