A framework for understanding biliteracy is proposed. It is argued that biliteracy is best understood as a series of interrelated continua defining the contexts, individual development, and media of biliteracy. The nine continua identified are discussed, and their implications for research and teaching are considered. (SLD)

Part I is a paper, "Authenticity and Communication in Foreign Language Teaching," presented at the workshop. This paper argues that improving the relationship between teacher and student is one means of promoting language study. The teacher must first of all abandon his pedestal of authority and accept his dual role as giver of a tool of…