FROM TEXT TO TEXT: A didactic sequence for language learning.

This didactic sequence seeks for a language teaching and learning that enhances the agency in the students and understands language as a complex construction.

The sequence is based on the idea of "learning a language through communication" and works under the premise that language learning as a social process where knowledge is constructed rather than given.

This said, it proposes to work with "real texts" (understanding "text" in the broad sense, as proposed by the discourse studies field) with the idea of going from a text that is presented to the students to a text that is created by the students. For this, it proposes five steps:

1. Global comprehension: Taking the previous knowledge the students have, it starts with a global look at the text, in what discourse genre was written, what other elements provide meaning to it, what purposes serve, for what audience was thought, etc; in other words, it goes around the context of the text.

2. Sensibilization: The text is then analyzed directing students to put their minds in the elements that make the text a "model" for the text they will create. In this case, they will have to think about what they will need to learn to create an "ideal" text.

3. Systematization: In this step, the students (along with the teacher and the help of other materials) start developing the theoretical knowledge about the elements of the text (grammar structures, vocabulary that relates to the topic, and so on).

4. Production: Here, the students put their knowledge to work and create their own texts.

5. Assessment: In this step the students put their production to the test. It is important to mention that the sequence is based on a view of the assessment as a formative process in a search for reflection about one's own learning.

Here I leave a link that explains the didactic sequence more carefully. https://slusnadominika.wixsite.com/manualforprofessors/class

HOW THIS SEQUENCE CONNECTS TO THE MULTILITERACIES APPROACH

Though this sequence does not put an emphasis on the multimodal nature of discourses, its theoretical base allows a connection to a multimodal grammar. These are the following:

1. Texts are complex constructions: This sequence stands on the idea that language is a discursive activity, said this, texts cannot be understood and created isolated, inevitably, they are composed of different aspects which provide meaning. And not only that but as being in the social world, it is equally important to understand who created them, why they were created and for whom they were created and that as creators of a text this can serve us as a way of improving our productions.

2. Designs involve social interaction: One of the main basis of this sequence is the socio-cultural theory of learning of Vygotsky (Lantolf, 2000). This is linked to the multiliteracies approach as it highlights that our vision of the world is constructed socially, without it, what we see (or read) would not make any sense. Being this, a process of creating a discourse is also a social process that involves the background of the authors (students) and their interests as well as the idea they have of the audience that will receive such designs. Being aware of this, puts the role of the students in a more active position and enhance their agency.

3. Assessment as an ongoing process and not as a product: The third base of this sequence is the theory of assessment behind it. Here, it is expected that assessment functions as the driving force of the whole process. This involves self-assessment, peer assessment and continuous assessment which relates to the multiliteracies approach in the tasks of reflecting about own productions, thinking about audience and tools to create designs and the collaboratively work that is proposed.

What does the multimodal approach to literacy add?

From my perspective, thinking about discourse productions as multimodal constructions gives a more complex view of representation and communication. In second and foreign language learning especially, I see an opportunity to adopt a more complex way of what is "learning another language" building a path for inquiry as well as giving the tools to promote critical thinking. This shift is a start to understanding that in the learning of a language there are more aspects involved beyond the morphosyntactical features of a language such as the cultural, social and ideological ones.

References:

Martín Peris, E. y Esteve, O. (2013). Autonomía y uso de la lengua. En Esteve, O. y Martín Peris, E. (eds.). Cuestiones de autonomía en el aula de lenguas extranjeras. Barcelona: Horsori, pp. 33-48

Lantolf, J. P., (2000) Sociocultural Theory and Second Language Learning, OUP Oxford