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Reconceptualizing Connections between Language, Literacy and Learning

Author: Sangeeta Bagga-Gupta

Publisher: Springer Nature

Published: 2020-01-11

Total Pages: 287

ISBN-13: 3030269949

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This edited volume unpacks the familiar concepts of language, literacy and learning, and promotes dialogue and bridge building within and across these concepts. Its specific interest lies in bridging the gap between Literacy Studies (or New Literacy Studies), on the one hand, and SLA and scholarship in learning in multilingual contexts, on the other. The chapters in the volume center-stage empirical analysis, and each addresses gaps in the scholarship between the two domains. The volume addresses the need to engage with the concepts, categorizations and boundaries that pertain to language, literacy and learning. This need is especially felt in our globalized society, which is characterized by constant, fast and unpredictable mobility of people, goods, ideas and values. The editors of this volume are founding members of the Nordic Network LLL (Language, Literacy and Learning). They have initiated a string of workshops and have discussed this theme at Nordic meetings and at symposia at international conferences.

Book Synopsis Reconceptualizing Connections between Language, Literacy and Learning by : Sangeeta Bagga-Gupta

Download or read book Reconceptualizing Connections between Language, Literacy and Learning written by Sangeeta Bagga-Gupta and published by Springer Nature. This book was released on 2020-01-11 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited volume unpacks the familiar concepts of language, literacy and learning, and promotes dialogue and bridge building within and across these concepts. Its specific interest lies in bridging the gap between Literacy Studies (or New Literacy Studies), on the one hand, and SLA and scholarship in learning in multilingual contexts, on the other. The chapters in the volume center-stage empirical analysis, and each addresses gaps in the scholarship between the two domains. The volume addresses the need to engage with the concepts, categorizations and boundaries that pertain to language, literacy and learning. This need is especially felt in our globalized society, which is characterized by constant, fast and unpredictable mobility of people, goods, ideas and values. The editors of this volume are founding members of the Nordic Network LLL (Language, Literacy and Learning). They have initiated a string of workshops and have discussed this theme at Nordic meetings and at symposia at international conferences.

Representations of Language Learning and Literacy

Author: Elena West

Publisher: Taylor & Francis

Published: 2024-06-28

Total Pages: 197

ISBN-13: 1040037674

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Representations of language learning and literacy, also known as “literacy narratives” are a staple of literature. They tell stories of conflict that illuminate the sociocultural dynamics whereby we learn to speak, read, and write. Yet, they tend to be read as stories about the “powers” of language and literacy – the power to make someone “human”, to form identity, and improve one’s social status. This book introduces the “literacy narrative approach”, a methodology for the study of literacy narratives that accounts for the conflict that pervades them. It achieves this by focussing on how the texts represent the interactions between writing and other semiotic modes (multimodality). Sitting at the interface between theory and practice, it provides three practical applications of the literacy narrative approach and, in the process, develops a theoretical perspective for thinking about language learning, literacy, and communication as they are practised in the real world.

Book Synopsis Representations of Language Learning and Literacy by : Elena West

Download or read book Representations of Language Learning and Literacy written by Elena West and published by Taylor & Francis. This book was released on 2024-06-28 with total page 197 pages. Available in PDF, EPUB and Kindle. Book excerpt: Representations of language learning and literacy, also known as “literacy narratives” are a staple of literature. They tell stories of conflict that illuminate the sociocultural dynamics whereby we learn to speak, read, and write. Yet, they tend to be read as stories about the “powers” of language and literacy – the power to make someone “human”, to form identity, and improve one’s social status. This book introduces the “literacy narrative approach”, a methodology for the study of literacy narratives that accounts for the conflict that pervades them. It achieves this by focussing on how the texts represent the interactions between writing and other semiotic modes (multimodality). Sitting at the interface between theory and practice, it provides three practical applications of the literacy narrative approach and, in the process, develops a theoretical perspective for thinking about language learning, literacy, and communication as they are practised in the real world.

Reading and Representing Across the Content Areas

Author: Amy Alexandra Wilson

Publisher: Teachers College Press

Published: 2014-12-04

Total Pages: 286

ISBN-13: 0807773190

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Book Synopsis Reading and Representing Across the Content Areas by : Amy Alexandra Wilson

Download or read book Reading and Representing Across the Content Areas written by Amy Alexandra Wilson and published by Teachers College Press. This book was released on 2014-12-04 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Growing Language and Literacy

Author: Andrea Honigsfeld

Publisher:

Published: 2019

Total Pages: 208

ISBN-13: 9780325099170

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With K-8 teachers in mind, Andrea Honigsfeld offers this user-friendly, accessible resource to address the diverse language and literacy proficiencies that exist in so many U.S. classrooms today. Andrea unpacks the five levels of language acquisition, based on the TESOL framework, and introduces practical strategies that can be applied across grade levels and content areas to support EL students' academic language and literacy development. With an emphasis on culturally and linguistically sustaining pedagogy, peer interaction, and scaffolding, Andrea offers instructional practices organized into five predictable strands at each level of language acquisition: Visual supports Learning by doing Oral language production Reading supports Writing supports Filled with student vignettes, teacher and student work samples, and authentic classroom examples, Growing Language and Literacy will become every teacher's guide to moving their English learners from one stage of language acquisition to the next.

Book Synopsis Growing Language and Literacy by : Andrea Honigsfeld

Download or read book Growing Language and Literacy written by Andrea Honigsfeld and published by . This book was released on 2019 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: With K-8 teachers in mind, Andrea Honigsfeld offers this user-friendly, accessible resource to address the diverse language and literacy proficiencies that exist in so many U.S. classrooms today. Andrea unpacks the five levels of language acquisition, based on the TESOL framework, and introduces practical strategies that can be applied across grade levels and content areas to support EL students' academic language and literacy development. With an emphasis on culturally and linguistically sustaining pedagogy, peer interaction, and scaffolding, Andrea offers instructional practices organized into five predictable strands at each level of language acquisition: Visual supports Learning by doing Oral language production Reading supports Writing supports Filled with student vignettes, teacher and student work samples, and authentic classroom examples, Growing Language and Literacy will become every teacher's guide to moving their English learners from one stage of language acquisition to the next.

Bilingualism in Development

Author: Ellen Bialystok

Publisher: Cambridge University Press

Published: 2001-04-16

Total Pages: 304

ISBN-13: 9780521635073

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Describes how intellectual development of bilingual children differs from that of monolingual children.

Book Synopsis Bilingualism in Development by : Ellen Bialystok

Download or read book Bilingualism in Development written by Ellen Bialystok and published by Cambridge University Press. This book was released on 2001-04-16 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Describes how intellectual development of bilingual children differs from that of monolingual children.

Improving Adult Literacy Instruction

Author: National Research Council

Publisher: National Academies Press

Published: 2012-04-26

Total Pages: 504

ISBN-13: 0309219590

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A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.

Book Synopsis Improving Adult Literacy Instruction by : National Research Council

Download or read book Improving Adult Literacy Instruction written by National Research Council and published by National Academies Press. This book was released on 2012-04-26 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt: A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.

Learning to be Literate

Author: Alison F. Garton

Publisher: Wiley-Blackwell

Published: 1998-06-08

Total Pages: 320

ISBN-13: 9780631193173

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The second edition of this successful book describes and explains the development of children's spoken and written language. Drawing on both classical and recent research studies, the processes whereby literacy is achieved during the period from infancy to about 8 years of age are traced. The authors emphasize the importance of early experiences with language in relation to later developments of literacy, highlighting the connections between learning to talk and learning to read and write. Garton and Pratt argue that the social contexts within which talking, reading and writing are learned are essential for the development of literacy. Theoretical positions and research studies that support the argument are discussed, to provide a broad contextual framework. Early chapters describe the processes of spoken language development and the theoretical explanations put forward to account for them. Subsequent chapters discuss the development of reading and writing, as well as theoretical connections between spoken and written language development.

Book Synopsis Learning to be Literate by : Alison F. Garton

Download or read book Learning to be Literate written by Alison F. Garton and published by Wiley-Blackwell. This book was released on 1998-06-08 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of this successful book describes and explains the development of children's spoken and written language. Drawing on both classical and recent research studies, the processes whereby literacy is achieved during the period from infancy to about 8 years of age are traced. The authors emphasize the importance of early experiences with language in relation to later developments of literacy, highlighting the connections between learning to talk and learning to read and write. Garton and Pratt argue that the social contexts within which talking, reading and writing are learned are essential for the development of literacy. Theoretical positions and research studies that support the argument are discussed, to provide a broad contextual framework. Early chapters describe the processes of spoken language development and the theoretical explanations put forward to account for them. Subsequent chapters discuss the development of reading and writing, as well as theoretical connections between spoken and written language development.

Expanding Literacy Practices Across Multiple Modes and Languages for Multilingual Students

Author: Luciana C. de Oliveira

Publisher: IAP

Published: 2019-11-01

Total Pages: 127

ISBN-13: 1641134828

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Literacy practices have changed over the past several years to incorporate modes of representation much broader than language alone, in which the textual is also related to the visual, the audio, the spatial, etc. This book focuses on research and instructional practices necessary for integrating an expanded view of literacy in the classroom that offers multiple points of entry for all students. Projects highlighted in this book incorporate multiple modes of communication (e.g., visual, aural, textual) through various digital and print-based written formats. In addition, this book particularly focuses on the possibilities that this expanded view of literacy holds for emergent to advanced bilingual students and specific scaffolds necessary for supporting them. Our focus is specifically multilingual students as classrooms across the United States and other English-speaking countries around the world become more and more diverse. The book considers educators as active participants in social change and contributors to our overall goal of social justice for all. This book grew out of work conducted by doctoral students and former doctoral students, now faculty at various universities, from the Language and Literacy Learning in Multilingual Settings (LLLMS) specialization in the Department of Teaching and Learning at the School of Education and Human Development at the University of Miami, Florida. The most outstanding feature of this work is the breadth of examples for integrating literacy in the classroom, as well as the specific instructional strategies provided for supporting multilingual students. This volume is unique in tackling both literacy and specific scaffolding for multilingual students. Additionally, the chapters here collectively aim to go beyond describing research to also provide a variety of classroom connections for practitioners and implications for teacher education.

Book Synopsis Expanding Literacy Practices Across Multiple Modes and Languages for Multilingual Students by : Luciana C. de Oliveira

Download or read book Expanding Literacy Practices Across Multiple Modes and Languages for Multilingual Students written by Luciana C. de Oliveira and published by IAP. This book was released on 2019-11-01 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literacy practices have changed over the past several years to incorporate modes of representation much broader than language alone, in which the textual is also related to the visual, the audio, the spatial, etc. This book focuses on research and instructional practices necessary for integrating an expanded view of literacy in the classroom that offers multiple points of entry for all students. Projects highlighted in this book incorporate multiple modes of communication (e.g., visual, aural, textual) through various digital and print-based written formats. In addition, this book particularly focuses on the possibilities that this expanded view of literacy holds for emergent to advanced bilingual students and specific scaffolds necessary for supporting them. Our focus is specifically multilingual students as classrooms across the United States and other English-speaking countries around the world become more and more diverse. The book considers educators as active participants in social change and contributors to our overall goal of social justice for all. This book grew out of work conducted by doctoral students and former doctoral students, now faculty at various universities, from the Language and Literacy Learning in Multilingual Settings (LLLMS) specialization in the Department of Teaching and Learning at the School of Education and Human Development at the University of Miami, Florida. The most outstanding feature of this work is the breadth of examples for integrating literacy in the classroom, as well as the specific instructional strategies provided for supporting multilingual students. This volume is unique in tackling both literacy and specific scaffolding for multilingual students. Additionally, the chapters here collectively aim to go beyond describing research to also provide a variety of classroom connections for practitioners and implications for teacher education.

Speaking, Reading, and Writing in Children With Language Learning Disabilities

Author: Katharine G. Butler

Publisher: Psychology Press

Published: 2001-12-01

Total Pages: 396

ISBN-13: 1135665923

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The ability to use language in more literate ways has always been a central outcome of education. Today, however, "being literate" requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analyzing, synthesizing, and integrating what is heard or read in order to arrive at new interpretations. Specialists in education, cognitive psychology, learning disabilities, communication sciences and disorders, and other fields have studied the language learning problems of school age children from their own perspectives. All have tended to emphasize either the oral language component or phonemic awareness. The major influence of phonemic awareness on learning to read and spell is well-researched, but it is not the only relevant focus for efforts in intervention and instruction. An issue is that applications are usually the products of a single discipline or profession, and few integrate an understanding of phonemic awareness with an understanding of the ways in which oral language comprehension and expression support reading, writing, and spelling. Thus, what we have learned about language remains disconnected from what we have learned about literacy; interrelationships between language and literacy are not appreciated; and educational services for students with language and learning disabilities are fragmented as a result. This unique book, a multidisciplinary collaboration, bridges research, practice, and the development of new technologies. It offers the first comprehensive and integrated overview of the multiple factors involved in language learning from late preschool through post high school that must be considered if problems are to be effectively addressed. Practitioners, researchers, and students professionally concerned with these problems will find the book an invaluable resource.

Book Synopsis Speaking, Reading, and Writing in Children With Language Learning Disabilities by : Katharine G. Butler

Download or read book Speaking, Reading, and Writing in Children With Language Learning Disabilities written by Katharine G. Butler and published by Psychology Press. This book was released on 2001-12-01 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ability to use language in more literate ways has always been a central outcome of education. Today, however, "being literate" requires more than functional literacy, the recognition of printed words as meaningful. It requires the knowledge of how to use language as a tool for analyzing, synthesizing, and integrating what is heard or read in order to arrive at new interpretations. Specialists in education, cognitive psychology, learning disabilities, communication sciences and disorders, and other fields have studied the language learning problems of school age children from their own perspectives. All have tended to emphasize either the oral language component or phonemic awareness. The major influence of phonemic awareness on learning to read and spell is well-researched, but it is not the only relevant focus for efforts in intervention and instruction. An issue is that applications are usually the products of a single discipline or profession, and few integrate an understanding of phonemic awareness with an understanding of the ways in which oral language comprehension and expression support reading, writing, and spelling. Thus, what we have learned about language remains disconnected from what we have learned about literacy; interrelationships between language and literacy are not appreciated; and educational services for students with language and learning disabilities are fragmented as a result. This unique book, a multidisciplinary collaboration, bridges research, practice, and the development of new technologies. It offers the first comprehensive and integrated overview of the multiple factors involved in language learning from late preschool through post high school that must be considered if problems are to be effectively addressed. Practitioners, researchers, and students professionally concerned with these problems will find the book an invaluable resource.

Language, Literacy, and Learning in the STEM Disciplines

Author: Alison L. Bailey

Publisher: Routledge

Published: 2018-02-01

Total Pages: 304

ISBN-13: 1351979590

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With a focus on what mathematics and science educators need to know about academic language used in the STEM disciplines, this book critically synthesizes the current knowledge base on language challenges inherent to learning mathematics and science, with particular attention to the unique issues for English learners. These key questions are addressed: When and how do students develop mastery of the language registers unique to mathematics and to the sciences? How do teachers use assessment as evidence of student learning for both accountability and instructional purposes? Orienting each chapter with a research review and drawing out important Focus Points, chapter authors examine the obstacles to and latest ideas for improving STEM literacy, and discuss implications for future research and practice.

Book Synopsis Language, Literacy, and Learning in the STEM Disciplines by : Alison L. Bailey

Download or read book Language, Literacy, and Learning in the STEM Disciplines written by Alison L. Bailey and published by Routledge. This book was released on 2018-02-01 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: With a focus on what mathematics and science educators need to know about academic language used in the STEM disciplines, this book critically synthesizes the current knowledge base on language challenges inherent to learning mathematics and science, with particular attention to the unique issues for English learners. These key questions are addressed: When and how do students develop mastery of the language registers unique to mathematics and to the sciences? How do teachers use assessment as evidence of student learning for both accountability and instructional purposes? Orienting each chapter with a research review and drawing out important Focus Points, chapter authors examine the obstacles to and latest ideas for improving STEM literacy, and discuss implications for future research and practice.