Author(s)

Shicheng Shi ¹

Affiliation(s)

¹ Department of Integrated Studies in Education, McGill University, 845 Sherbrooke Street, Montréal, Québec, Canada

Corresponding Author

Shicheng Shi

ABSTRACT

This paper aims at introducing a multimodal and plurilingual pedagogic framework that can be promising and beneficial in French as a Foreign Language (FFL) instruction. Through the incorporation of an Action-oriented Approach (AoA), this framework encompasses multimodal meaning-making, inclusion of plurilingual repertoire and emphasis on learners' agency. Benefits in promoting students' overall language and cultural literacy, and especially, the ability of cross-cultural mediation and meaning-making will be discussed, as well as the significance of multimodal resources that will be included. The second part of the paper consists of a course redesign with the integration of this framework, further exploring the possible intervention methods and pedagogical tasks in the FFL scenario. The course is situated in an university of International Studies in Shanghai, China, and is ideal for implementing this plurilingual and multimodal framework. General descriptions along with specific example concerning curriculum design, instruction methods and classroom activities will be discussed, as a case study to demonstrate its potential value for pedagogic implementation and further research.

KEYWORDS

Multimodal literacy, plurilingualism, French as a Foreign Language, Action-oriented Approach, classroom intervention

CITE THIS PAPER

Shicheng Shi, Curriculum Innovation and Teaching Methodology in French as a Foreign Language (FFL) Instruction. Curriculum and Teaching Methodology (2024) Vol. 7: 75-80. DOI: http://dx.doi.org/10.23977/curtm.2024.070111.

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