Borders and Globalization in Hispanophone Cultures
This is an inquiry-driven language course designed to enable "learners to gain access to new ways of being [...] through language-based social action and interaction” (Byrnes 2007 4-5). I envision learners as active participants in the creation of a learning community whose knowledge construction emerges from practices such as reading aloud in a textual community and performing textual analysis using multimodal grammar and visual culture methodologies. 
Language learning in this course is situated in two specific discourse communities: the social space of academia and the public space of social media. Thus, course assignments and learning practices have as their aim academic engagement among peers and public engagement through social media (using written and oral expression). The course design is mindful of Katopodis and Davidson’s observation that “public writing helps students understand how to write in a public voice, with an appreciation for audience and the essential skill of communicating what one knows to someone who, unlike one’s instructor, may not share their expertise.” 
Works that have informed my thinking on the design of this course are listed at the end of this page.
Course Design Bibliography
Barnes-Karol, Gwendolyn and Maggie A. Broner. “Engaging Students in Critical Thinking in and through a Foreign Language: It Can Be Done!” Profession
Byrnes, Heidi. "Constructing Curricula in Foreign Language Departments.” Learning Foreign and Second Languages: Perspectives in Research and Scholarship. Ed. Heidi Byrne. MLA, 1998.
Byrnes, Heidi, Heather Weger-Guntharp, and Katherine A. Sprang, eds. Educating for Advanced Foreign Language Capacities: Constructs, Curriculum, Instruction, Assessment. Washington, D.C.: Georgetown University Press, 2007.
Cope, Bill and Mary Kalantzis, eds. A Pedagogy of Multiliteracies: Learning by Design.  NY: Palgrave, 2015.
Flores Guerrero, David. The Importance and Impact of Reading, Writing and Critical Thinking in Higher Education. Zona prox. [online]. 2016, n.24, pp. 128-135.
Grunert O'Brien, Judith, Barbara J. Millis, and Margaret W. Cohen. The Course Syllabus: A Learning-Centered Approach. San Francisco, CA: Jossey-Bass, 2008.
Katopodis, Christina and Cathy N. Davidson. “Changing Our Classrooms to Prepare Students for a Challenging World.” Profession, Fall 2019.​​​​​​​
Leaver, Betty Lou and Boris Shekhtman, eds. Developing Professional-Level Language Proficiency. Cambridge: Cambridge UP, 2002.
Paesani Kate, Heather Willis Allen, and Beatrice Dupuy. Eds. Judith Liskin-Gasparro, Manuel Lacorte. A Multiliteracies Framework for Collegiate Foreign Language Teaching. Boston: Pearson, 2016.
Mickan, Peter and Ilona Wallace, eds. The Routledge Handbook of Language Education Curriculum Design. Abingdom: Routledge, 20202. Routledge Handbooks Online.
Selingo, Jeffrey J. The New Generation of Students: How Colleges Can Recruit, Teach, and Serve Gen Z. Washington D.C.: The Chronicle of Higher Education, Inc., 2018.
Wiggins, Grant P., and Jay McTighe. Understanding by Design. 2nd ed., Pearson, 2005.
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