In its first iteration, Pluriliteracies Teaching for Learning’s primary focus rests on the relationship between the cognitive and the linguistic dimension of learning. The model emphasizes the need for learners to actively make connections between those two dimensions and identifies the processes of knowledge construction and knowledge sharing as the main drivers of deeper learning. It demonstrates how progression for deeper learning can be conceptualized to promote the development of subject specific literacies. Following recent research which clearly indicates that deeper learning processes depend on and are affected by learner variables such as well-being, self-efficacy, engagement, mastery and reflection, we will now introduce a revised model of Pluriliteracies Teaching for Learning that addresses the holistic and integrated nature of learning ecologies and captures the dynamic interactions between learners and mentors.
|Title of host publication
|Emotions in Second Language Teaching
|Subtitle of host publication
|Theory, Research and Teacher Education
|Springer International Publishing
|Number of pages
|Published - 13 Mar 2018
Bibliographical notePublisher Copyright:
© Springer International Publishing AG 2018. All rights reserved.
- Deeper learning Constructive competence development
- Learner engagement
- Mentoring for learning
- Teaching and learning ecologies Instructional science