Beatrice C Dupuy

About

Professor Beatrice C Dupuy's research focuses on language teacher professional development, literacy-based approaches to teaching and learning, multimodality, digital social annotated reading, and experiential learning as a theoretical and practical framework for language education in home and study-abroad contexts. She has authored and co-authored numerous articles and book chapters, including a book titled "A Multiliteracies Framework for Collegiate Foreign Language Teaching" which outlines a pedagogical framework grounded in texts and literacy for college foreign language programs. Her other significant works include "Pathways to Paradigm Change: A Critical Examination of Prevailing Discourses and Ideologies in Foreign Language Education" and "Language Learning and Professionalization in Higher Education," both of which explore barriers to innovation in foreign language education and the gap between industry needs and current offerings. Currently, she teaches a course on human/animal relationships, examining the evolution of these relationships, the roles different species play in human lives, and the social, ethical, and moral implications involved. Her work emphasizes critical reflection on social constructions and power structures related to human-animal coexistence, engaging students in interviews, reflections, essays, and research reports to deepen understanding of these complex interactions.

Research topics

• Sociology
• Computer Science
• Social Science
• Pedagogy
• Psychology
• Mathematics education
• Political Science
• Engineering
• Communication
• Public relations

Selected publications

• A Multiliteracies Framework for Collegiate Foreign Language Teaching

  2015-01-01 · 140 citations

  articleSenior author
  Publisher

• Moving toward multiliteracies in foreign language teaching: Past and present perspectives … and beyond

  Foreign Language Annals · 2018-02-16 · 102 citations

  articleSenior author

  Abstract In recent years, literacy has emerged as a key critical term in foreign language (FL) teaching and learning. This essay reflects on the history of literacy and on current developments, in particular those related to the development of multiliteracies paradigms. The article concludes with a discussion of emergent topics related to literacy and language teaching and suggests ways in which research in these domains is posing new questions for the field of FL education.

  PublisherDOI

• Multi-storied Lives: Global Simulation as an Approach to Developing Multiliteracies in an Intermediate French Course

  L2 Journal · 2014-05-01 · 84 citations

  articleOpen accessSenior author

  Recent scholarship has proposed a pedagogy of multiliteracies to frame FL curricula and instruction, and encourage critical reflection about language use through a variety of discourses and textual genres. One pedagogical framework conducive to fostering learners’ intersemiotic awareness is Global Simulation (GS). GS consists in the creation of a culturally grounded, fictitious scenario, wherein students adopt specific character roles through which they enact discourse styles associated with the…

  PublisherOA PDFDOI

• Study Abroad, Foreign Language Use, and the Communities Standard

  Foreign Language Annals · 2012-12-01 · 34 citations

  articleSenior author

  Abstract Although participation in multilingual communities around the world has been understood to be the raison d'être for foreign language study, the Communities standard has been portrayed as an extracurricular experience and more difficult to weave into instruction than the other standards. This article addresses two questions: (1) Does a study abroad experience facilitate meeting the Communities standard? and (2) How can collegiate foreign language curricula enhance the study abroad experi…

  PublisherDOI

• Teacher learning under co-construction: Affordances of digital social annotated reading

  Alsic · 2018-01-01 · 9 citations

  articleOpen accessSenior authorCorresponding

  Following calls for more extensive professional development (PD) opportunities for novice L2 teaching assistants (TA), this article reports on a PD activity implemented with six French TAs who read and discussed scholarly literature related to multiliteracies pedagogies through a digital social annotated reading (DSAR) platform in a discussion section concurrent to their methods course. Using the Community of Inquiry (CoI) framework developed by Garrison et al. (2000), participants' margin dialo…

  PublisherDOI

Frequent coauthors

• Heather W. Allen

  Loyola University Medical Center

  12 shared

• Kate Paesani

  University of Minnesota

  5 shared

• Kristen Michelson

  Texas Tech University

  4 shared

• Muriel Grosbois

  Conservatoire National des Arts et Métiers

  3 shared

• Chantelle Warner

  2 shared

• Stephen Krashen

  2 shared

• Florence Rivet

  Bureau de Recherches Géologiques et Minières

  1 shared

• Andrés Wilkins

  1 shared

Education

• PhD in Language & Literacy, Department of Curriculum and Instruction

  University of Southern California

  1994

• MA in TESL, Department of Curriculum & Instruction

  University of Southern California

  1989

• Maîtrise, English

  Sorbonne Université

  1985

Similar researchers at University of Arizona

• Alison M. Meadowh-19
• Jill Koyamah-19
• Renee Helen Reynoldsh-14