@inbook{b02cc34962884e9d9a28690d26ef7ffe,
title = "Mapping New Classrooms in Literacy-Oriented Foreign Language Teaching and Learning: The Role of the Reading Experience",
abstract = "While multiliteracy frameworks grounded in social semiotics and genre theory have provided language teachers and users with valuable theoretical maps for understanding the linguistic design of texts, the social and affective experience of foreign language reading has received less attention in fields of foreign and second language pedagogy. Especially in the social, institutional context of the classroom, literacy involves an awareness of periodically precarious symbolic terrains. Readers situate themselves and their textual responses vis-{\`a}-vis authors, narrators, or characters, and their own predispositions to a text{\textquoteright}s subject matter. This chapter draws on examples from in and outside of the classroom in order to raise some of the issues related to experientiality and reading that theories of literacy and language teaching might address.",
keywords = "Experientiality, Multiliteracies, Reader position, Reader response, Symbolic awareness, Systemic-functional linguistics",
author = "Chantelle Warner",
note = "Publisher Copyright: {\textcopyright} 2014, Springer Science+Business Media Dordrecht.",
year = "2014",
doi = "10.1007/978-94-017-9159-5\_8",
language = "English (US)",
series = "Educational Linguistics",
publisher = "Springer Science+Business Media B.V.",
pages = "157--175",
booktitle = "Educational Linguistics",
}