Abstract
AbstractResearch on academic socialization has predominately focused on the L2 educational experiences of international students. While foreign language (FL) research has explored “multiliteracies” and “intercultural learning,” literacy in a FL continues to be understood as the use of foreign words and grammar combined with culturally familiar reading and writing practices. This article, which is conceptual in nature, highlights the potential to socialize US FL learners to literacy practices from the target culture. It reports on an upper‐division French literature and composition course that was redesigned to socialize students at UC Berkeley to two French academic genres, namely, the explication de texte and commentaire composé. The insights from the present project, which are not language‐specific and hold relevance for undergraduate and graduate students alike, encourage critical reflection within FL departments on what is—and can be—entailed by literacy in additional languages.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
