Journal articles: 'Language and literacy'

1

Hodgson, John. "Literary literacy?" English in Education 53, no. 2 (May 4, 2019): 113–15. http://dx.doi.org/10.1080/04250494.2019.1613093.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Walter, Stephen L., and Kay R. Ringenberg. "Language Policy, Literacy, and Minority Languages." Review of Policy Research 13, no. 3-4 (September 1994): 341–66. http://dx.doi.org/10.1111/j.1541-1338.1994.tb00611.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Björk, O., and J. W. Folkeryd. "Emergent literary literacy." L1 Educational Studies in Language and Literature 21, Running Issue, Running issue (March 2021): 1–25. http://dx.doi.org/10.17239/l1esll-2021.21.01.03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Vold Lexander, Kristin. "Texting and African language literacy." New Media & Society 13, no. 3 (March 23, 2011): 427–43. http://dx.doi.org/10.1177/1461444810393905.

Full text

Abstract:

Mobile communication has become an important part of everyday life in Senegal, and text messages have turned out to be highly multilingual. So far Senegalese language policy has supported the use of the official language, French, in education and in writing in general, while the majority language, Wolof, has dominated the oral sphere. As SMS texts tend to include use of Wolof and other African languages as well as French, the question is whether texting will pave the way for African language literacy practices. The aim of this article is to study texting’s potential impact on the status of African languages as written languages through the investigation of SMS messages written and received by fifteen students from Dakar. Ethnographic tools have been used to collect text messages in Wolof, Fulfulde and French, as well as English, Spanish and Arabic, and also data on the context of communication and on the writers’ and receivers’ interpretations of the use of different languages. The analysis shows that African languages are given different roles and values in texting, being used in monolingual messages, in functional codeswitching and in mixed code messages.

APA, Harvard, Vancouver, ISO, and other styles

5

Howard, Philip G. "Native Language Literacy." section II 38, no. 1 (September 30, 2002): 111–14. http://dx.doi.org/10.7202/003144ar.

Full text

Abstract:

Résumé On présente les langues dénés et on explique comment, à l'aide de cours et d'ateliers déformation subventionnés par le gouvernement des Territoires du Nord-Ouest, on apprend à écrire et à lire à des locuteurs natifs de langues qui n'ont pas de tradition d'écriture. On espère ensuite former des traducteurs et des enseignants.

APA, Harvard, Vancouver, ISO, and other styles

6

Wilkinson, Gay. "Language and literacy." Practical Pre-School 1997, no. 2 (March 1997): 19–20. http://dx.doi.org/10.12968/prps.1997.1.2.41400.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Hoskins, Barbara. "Language and literacy." Topics in Language Disorders 10, no. 2 (March 1990): 46–62. http://dx.doi.org/10.1097/00011363-199003000-00005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Whitmire, Kathleen A. "Language and Literacy." Topics in Language Disorders 25, no. 4 (October 2005): 302–9. http://dx.doi.org/10.1097/00011363-200510000-00004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Schillinger, Dean, and Alice Hm Chen. "Literacy and language." Journal of General Internal Medicine 19, no. 3 (March 2004): 288–90. http://dx.doi.org/10.1111/j.1525-1497.2004.40102.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Gibbons, Beryl. "Language and Literacy." British Journal of In-Service Education 13, no. 2 (March 1987): 90–94. http://dx.doi.org/10.1080/0305763870130207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

PARISSE, CHRISTOPHE. "Oral language, written language and language awareness." Journal of Child Language 29, no. 2 (May 2002): 449–88. http://dx.doi.org/10.1017/s0305000902285347.

Full text

Abstract:

Ravid & Tolchinsky's paper draws a comprehensive picture of the fact that literacy is a lengthy developing process involving many linguistic factors which sometimes begins even before school age and lasts until adulthood. I very much appreciated the breadth and thoroughness of Ravid & Tolchinsky's paper and, in particular, the fact that they have taken the relationship between oral language and literacy into account. It seems to me that this is rarely the case in current linguistic theories and I would like to offer a few comments on some of the consequences that a serious approach to literacy development would have on the studies of both oral language and literacy, and on linguistic theories themselves as well.

APA, Harvard, Vancouver, ISO, and other styles

12

Herbert, Pat, and Clinton Robinson. "Another Language, Another Literacy?" Written Language and Literacy 2, no. 2 (December 31, 1999): 247–66. http://dx.doi.org/10.1075/wll.2.2.03her.

Full text

Abstract:

Recent concern about the nature of different literacies points to the need to examine the place of language in differentiating literacies, as a factor which shapes the nature of literacy acquisition and practices. This paper looks at evidence for the relationship between languages and literacies, their purposes, and social meanings, in the multilingual context of Northern Ghana. After describing the characteristics of this multilingualism, the paper reports observed literacy practices in the religious, economic, personal, and "meetings" domains, in an attempt to understand how multilingual usage by individuals and communities affects such practices. The paper concludes by asking in what ways languages, in this context, are determinants of different literacies.

APA, Harvard, Vancouver, ISO, and other styles

13

Giraldo, Frank. "Language Assessment Literacy: Implications for Language Teachers." Profile: Issues in Teachers´ Professional Development 20, no. 1 (January 1, 2018): 179–95. http://dx.doi.org/10.15446/profile.v20n1.62089.

Full text

Abstract:

Recently, the applied linguistics field has examined the knowledge, skills, and principles needed for assessment, defined as language assessment literacy. Two major issues in language assessment literacy have been addressed but not fully resolved—what exactly language assessment literacy is and how it differs among stakeholders (e.g., students and teachers). This reflective article reviews assessment literacy from general education experts and language education scholars and shows how the meaning of language assessment literacy has expanded. To add to the discussion of this construct, the article focuses on the specific language assessment literacy for language teachers and proposes a core list of assessment knowledge, skills, and principles for these stakeholders.

APA, Harvard, Vancouver, ISO, and other styles

14

Dębski, Robert, and Agnieszka Rabiej. "Emergent Literacy in Bilingual Children." Socjolingwistyka 35 (2021): 77–87. http://dx.doi.org/10.17651/socjoling.35.5.

Full text

Abstract:

The objective of the article is to (1) explain the role of emergent literacy in the community language in developing literacy in the additional language and biliteracy, and (2) demonstrate the need to develop resources supporting emergent reading skills in community languages in Australia. A critical review of literature in the field of emergent literacy and bilingual language development shows that the interaction between languages in the development of biliteracy is complex, but overall it demonstrates a positive impact of emergent literacy in the community language on the development of literacy skills in the additional language in later years. The article presents emergent literacy example materials, targeting bilingual children in Australia with Polish backgrounds, and explains the design considerations underpinning their development. A particular emphasis is on explaining how the materials have been designed to (1) stress the presence of different cultures and languages in the children’s environment (2) teach how to transfer reading skills and behaviours from Polish into English, and (3) emphasise those specific grapheme-phoneme relations in Polish which present difficulties for children acquiring Polish and English. The authors conclude that opportunities for transfer of early reading skills and behaviours from a community language to an additional language can be enhanced by designing reading materials for positive transfer, because learners who are acquiring an additional language use the strategies which they find most useful in their first language. It may be equally important to develop reading materials and instruction in the mainstream language in a way that community-language-speaking children are able to draw upon the skills which they bring with them into the reading learning process at school from home.

APA, Harvard, Vancouver, ISO, and other styles

15

REYNOLDS, TODD, LESLIE S. RUSH, JODI P. LAMPI, and JODI PATRICK HOLSCHUH. "Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory." Harvard Educational Review 91, no. 3 (September 1, 2021): 382–401. http://dx.doi.org/10.17763/1943-5045-91.3.382.

Full text

Abstract:

In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations. They explore the connections among the Common Core State Standards, New Criticism, and the ELA classroom and focus on the prevalence of interpretive monism, which is the belief that only one interpretation is appropriate for students when reading a literary text. The essay explicates a heuristic for ELA literacy that centers on students actively creating interpretations of and transforming literary texts. By embracing this heuristic, the authors assert, teachers can focus on student-led interpretations of literary texts and thus empower their students.

APA, Harvard, Vancouver, ISO, and other styles

16

Mertzani, Maria. "SIGN LANGUAGE LITERACY IN THE SIGN LANGUAGE CURRICULUM." Momento - Diálogos em Educação 31, no. 02 (July 28, 2022): 449–74. http://dx.doi.org/10.14295/momento.v31i02.14504.

Full text

Abstract:

The Sign Language curriculum is a contemporary development which few countries have officially implemented to teach a national standard Sign Language as a first language (L1) and/or mother tongue in the school grades. In these, Sign Language is a mandatory unit, which the deaf child needs to study and develop metalinguistically, as is the case in learning spoken languages as L1. A Sign Language as a metalanguage also means that the curriculum teaches explicit linguistic knowledge for the child to understand gradually how SL functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when attending the language. In other words, the Sign Language curriculum addresses the importance of developing the child’s Sign Language literacy. Traditionally, literacy is linked to reading and writing and for its learning the language curriculum sets five essential early literacy components: comprehension, phonological awareness, phonics, print convention knowledge and fluency. The paper discusses these components in support of Sign Language literacy as a verbal (non-print) form of literacy, based on a documental study among the Sign Language and indigenous curriculum.

APA, Harvard, Vancouver, ISO, and other styles

17

Dixon, L. Quentin, and Shuang Wu. "Home language and literacy practices among immigrant second-language learners." Language Teaching 47, no. 4 (September 9, 2014): 414–49. http://dx.doi.org/10.1017/s0261444814000160.

Full text

Abstract:

Because certain home language and literacy practices have been found to be beneficial to monolingual children's literacy development, we examine immigrant children's home language and literacy practices in different countries. Presenting findings from 92 post-2000 articles, we examine research into these practices, what factors influence their occurrence, how they influence immigrant children's development of literacy in the societal language, and what factors seem to moderate or mediate the effects of home literacy activities on societal-language literacy. We found that immigrant families engage in a wide variety of oral language and literacy activities at home, but that most of these practices have not been investigated in relation to immigrant children's literacy development. Book reading, the most-studied practice, seems to promote such development. Additional research is needed into the many factors that influence children's literacy development, including government policies and community context. In addition, researchers need to build on existing descriptive and correlational studies to design and implement innovative school curricula and family literacy programs that connect home and school practices and encourage parental involvement in the school.

APA, Harvard, Vancouver, ISO, and other styles

18

Leung, Genevieve Y., and Ming-Hsuan Wu. "Linguistic landscape and heritage language literacy education." Written Language and Literacy 15, no. 1 (January 30, 2012): 114–40. http://dx.doi.org/10.1075/wll.15.1.06leu.

Full text

Abstract:

This paper investigates the ways languages are used in Philadelphia Chinatown through qualitative content analysis of 330 photos. Examining the linguistic landscape of public spaces exposes issues of linguistic tensions, language vitality, and language shift in multilingual settings. While Chinese in the form of Mandarin is highly publicized, thereby placing disproportionate emphasis upon one language over others, Philadelphia Chinatown shows diversity, coexistence, and creative uses of multiple Chinese languages alongside English. The signage suggests linguistic rescaling connecting real and imagined audiences, conforming to broader ‘Chinese’ linguistic norms while localized to connect to a range of Chineses. We show how linguistic and cultural pluralism of ‘Chinese’ have always existed – and continue to exist – and the importance of developing socially sensitive literacy pedagogy, especially when there is a mismatch between the informal, community-level signage and what is formally taught in ‘Chinese’ language classrooms in the U.S. Keywords: linguistic landscape; Chinatown; Chinese languages; literacy education; heritage language; education

APA, Harvard, Vancouver, ISO, and other styles

19

Brumfit, Christopher, David R. Olson, Nancy Torrance, and Angela Hildyard. "Literacy, Language and Learning." British Journal of Educational Studies 34, no. 2 (June 1986): 207. http://dx.doi.org/10.2307/3121333.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Grenfell, Michael. "Bourdieu, Language, and Literacy." Reading Research Quarterly 44, no. 4 (October 12, 2009): 438–48. http://dx.doi.org/10.1598/rrq.44.4.8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Aronoff, Mark, and Robert J. Scholes. "Literacy and Language Analysis." Language 70, no. 3 (September 1994): 619. http://dx.doi.org/10.2307/416526.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Scholes, Robert J. "Literacy and Language Analysis." College Composition and Communication 45, no. 2 (May 1994): 280. http://dx.doi.org/10.2307/359029.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Mezei, Regina. "Somali Language and Literacy." Language Problems and Language Planning 13, no. 3 (January 1, 1989): 211–23. http://dx.doi.org/10.1075/lplp.13.3.01mez.

Full text

Abstract:

RESUMO La Somalia lingvo kaj alfabetigo La 21-an de oktobro 1972, la dekdujara registaro de Somalio finis jam longan debaton kaj decidiĝis pri latina alfabeto por reprezenti la sonojn de la Somalia lingvo. Antaŭe, la somalian oni pludonis de generacio al generacio per buŝa tradicio sen skriba formo, dum la urbanigita, klera elito skribis angle, itale aŭ arabe. Plejparte la lando restis analfabeta je nivelo de 90% ĝis 95%. Post starigo de la oficiala ortografio, signifaj sanĝoj okazis en la lernejoj, kaj oni lancis nacian alfabetigan kampanjon, kiu atingis ankaŭ la somaliajn nomadojn. Mezlernejanoj fariĝis instruistoj en la servo de la stato, la amasmedioj prezentis specialajn programojn kaj lecionojn, anoj de la registaro kaj la armeo estis devigataj lerni la lingvon, kaj plenkreskula edukado trovis lokon en la eduka sistemo. Takso de la Somalia kleriga kampanjo prezentas varian bildon. Kvankam la registaro en Mogadiŝu pretendis 60-procentan alfabetecon post la kampanjo de la mezaj 70-aj jaroj, tiu cifero estas pridubinda, kaj pli aktualaj studoj sugestas, ke la nuna alfabeteco povus esti ne pli ol 30 % . Tamen, tiu cifero altas en Afriko, kaj konsistigas signifan atingon en nomada socio plagumita laŭvice de sekeco, malrico kaj militaj konfliktoj. Nedisputata estas la sukcesa konverto de la lernejoj, de la elementa nivelo gis la Nacia Universitato, al la Somalia lingvo kiel instrumedio, cio ci kun signifa kresko de la nombro de lernejanoj. En la skribo de la lingvo, somaliaj ortografoj liveris la rimedojn, per kiuj lingvo bazita je paŝta vortaro povus esti vastigita por plenumi la lingvajn bezonojn de moderniĝanta socio. Tion ili faris ĉefe per ekspluato de la apartaj strukturo kaj dinamismo de la somalia. Krome, la Somalia "literaturo," precipe la poezio, estis nun transdonebla en skriba formo, tiel garantiante pliajn generaciojn de pluvivo. Certe, la Somalia sperto estas unika. Tamen, ĝi proponas valorajn enrigardojn en ling-voinstruadon kaj alfabetigon en ĉiuj kulturoj, emfazante la gravecon de forta registara engaĝiĝo, uzo de la amasmedio, starigo de alfabetiga korpuso, utiligo de arta esprimiĝo, kaj rekono de ortografio kiel ŝlosila elemento en lernado. SOMMARIO Lingua ed alfabetismo somalesi Il 21 Ottobre del 1972, il giovane governo somalese, al potere da solo 12 anni, ha risolto un dibatito interminabile; cioè, il governo decise di adoperare grafemi latini per rap-presentare fonemi somalesi. Generazioni anterior tramandavano la loro lingua oralmente, mentre l'elite della nazione si serviva dell'inglese, dell'italiano o dell'arabo per le loro co-municazioni scritte. Per il resto del paese il tasso dell'analfabetismo toccava dal 90 al 95 per cento della popolazione. Stabilità l'ortografia ufficiale, cambiamenti di maggior peso si sono introdotti nelle scuole ed una lotta contro l'analfabetismo si e lanciata, arrolgendo tutti i ceti sociali, anche quello nomade. Studenti di liceo diventarono insegnanti, i mass media presentarono pro-grammi e lezioni particolari, impiegati statali e dipendenti militari furono costretti ad im-parare la lingua e scuole per adulti si formarono in tutto il paese. Una valutazione di questi sforzi svolti dalle autorità somalesi nella loro lotta contro l'analfabetismo ci rende risultati ambigui. Benchè il governo centrale abbia rivendicato che l'alfabetismo sia salito a circa 60 per cento dopo la suddetta campagna alla meta degli anni settanta, le cifre sono state contestate da critici competenti e ricerche recenti suggeriscono che l'attuale tasso di alfabetismo sfiori il 30 per cento. Nonostante ciò, il tasso e segnalatamente elevato quando lo si paragona con altri paesi africani. In somma, l'ultima cifra mostra chiaramente un notevole successo, particolarmente se si rende conto che quella società nomade era nel contempo afflitta da povertà perenne, lotte intestine continue, e da una seccita durante decenni. In oltre, nessuno, nemmeno i più accaniti critici, può mettere in dubbio ne'lla riuscita inserzione della lingua nazionale a tutti i livelli dell'insegnamento, dalle scuole elementari fino all'università, né l'aumento cospicuo delle matricolazioni. Nello scrivere della loro lingua, gli ortografi somalesi hanno saputo sfruttare gli elementi strutturali e dinamici della lingua nazionale, fornendo mezzi con cui trasformare una lingua fondamentalmente nomade e pastorale. Per runderla più risponsiva ai bisogni di una società in via di trasformazione. Altro fatto notevole è che la letteratura di questo popolo, particolarmente la sua poesia, fin allera tramandata oralmente, oggi e documen-tata, così assicurandosi la sopravvivenza fra generazioni futuri. L'esperienza somalese ci può sembrare un caso unico, ma, infatti, ci presenta con alcuni informazioni pregeroli sull'insegnamento e la diffusione di una lingua. Mette in rilievo l'importanza dell'impegnamento decisivo di un governo, lo sfruttamento utile e sagace dei mass media e quello d'un corpo d'insegnanti, l'uso didattico dell'espressività artistica, e in fine, Fimpostazione di uno standard ortografico—tutti funzioni essenziali per Finsegnamento e Fapprendimento in qualunque centesto culturale.

APA, Harvard, Vancouver, ISO, and other styles

24

Tunmer, William E. "Literacy and Language Analysis." Language and Speech 37, no. 2 (April 1994): 187–91. http://dx.doi.org/10.1177/002383099403700206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Gottfred, Kate. "On Language and Literacy." ASHA Leader 13, no. 13 (September 2008): 24. http://dx.doi.org/10.1044/leader.ftp.13132008.24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Westby, Carol. "Language, Culture, and Literacy." ASHA Leader 10, no. 13 (September 2005): 16–30. http://dx.doi.org/10.1044/leader.ftr5.10132005.16.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Hornberger, Nancy H. "Literacy and language planning." Language and Education 8, no. 1-2 (January 1994): 75–86. http://dx.doi.org/10.1080/09500789409541380.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Gress, Gary. "Language and Geographic Literacy." Geography Teacher 14, no. 2 (March 24, 2017): 46–47. http://dx.doi.org/10.1080/19338341.2017.1292941.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Paran, A. "Literacy and Language Teaching." ELT Journal 57, no. 1 (January 1, 2003): 79–82. http://dx.doi.org/10.1093/elt/57.1.79.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

HAWKINS, MARGARET, and SEDEF UZUNER. "Language, Literacy, and Technology." TESOL Quarterly 42, no. 2 (June 2008): 339–43. http://dx.doi.org/10.1002/j.1545-7249.2008.tb00130.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

He, Peichang, and Angel M. Y. Lin. "Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”." Journal of Immersion and Content-Based Language Education 7, no. 2 (September 25, 2019): 261–88. http://dx.doi.org/10.1075/jicb.18033.he.

Full text

Abstract:

Abstract Drawing on Lemke’s (1990) “thematic patterns” theory, this research proposes a “Concept + Language Mapping” (CLM) approach and tried it out in an English Medium Instruction (EMI) biology classroom in Hong Kong. Lessons were observed and samples of student work were collected during the intervention with student/teacher interviews conducted afterwards. A quasi-experimental design was also adopted to estimate the impact of the CLM approach. The analysis indicated that CLM facilitated the development of both content and language knowledge.

APA, Harvard, Vancouver, ISO, and other styles

32

Wildsmith-Cromarty, Rosemary, and Robert J. Balfour. "Language learning and teaching in South African primary schools." Language Teaching 52, no. 3 (July 2019): 296–317. http://dx.doi.org/10.1017/s0261444819000181.

Full text

Abstract:

South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.

APA, Harvard, Vancouver, ISO, and other styles

33

Waller. "Language Literacy and Music Literacy: A Pedagogical Asymmetry." Philosophy of Music Education Review 18, no. 1 (2010): 26. http://dx.doi.org/10.2979/pme.2010.18.1.26.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Jie, LIN, and Chili Li. "Characterizing English Language Literacy among Famous English Language Educators in China." Arab World English Journal 12, no. 1 (March 15, 2021): 229–38. http://dx.doi.org/10.24093/awej/vol12no1.16.

Full text

Abstract:

The present study explores the features of English language literacy among 12 famous English language educators since the opening-up policy in China, using the narrative research approach. The purpose of this paper is to examine the characteristics of English language literacy among some famous educators in China and the influencing factors in the process of their formations of English language literacy through the analysis of the narrative texts of some foreign language educators. The findings showed that English language literacy among these famous educators is fundamental, developmental, and comprehensive. In addition, it has been found that the formation of their English language literacy is related to social, teacher, and personal factors. This study will be insightful for the cultivation of English language literacy in curriculum reform, teaching practice, and evaluation. Moreover, it will be helpful for the construction of cultivating talents based on the English language literacy, the consummation of the research of English language literacy, and the profound fusion of the talent cultivation.

APA, Harvard, Vancouver, ISO, and other styles

35

Triwidayati, Katarina Retno. "LITERARY TEXT CONVERSION AS A FORM OF WRITING LITERACY ACTIVITIES." International Journal of Humanity Studies (IJHS) 2, no. 2 (March 28, 2019): 196–203. http://dx.doi.org/10.24071/ijhs.v2i2.1801.

Full text

Abstract:

The survey of literacy rate held by the international institution has placed Indonesia in the last position compared to other countries surveyed. This shows how low the countrys reading and writing culture. On the other hand, the Indonesian language becomes the subject that is positioned as the medium to communicate diverse concepts of knowledge. Therefore, the Indonesian language is used as the instrument to gain knowledge or, to put it simply, topics discussed in Indonesian language learning involve other subjects. In addition, text-based learning is an important thing in the implementation of Indonesian language learning. One of the texts that can be used in learning Indonesian is literary texts. This article discusses the description of text-based language learning in forms of the text conversion and the example of text-based language learning using literature as the main text. Learning using literary text conversion is one of the writing literacy activities that can be implemented in schools.DOI:10.24071/ijhs.2019.020209

APA, Harvard, Vancouver, ISO, and other styles

36

ROCKWELL, ELSIE. "Bakhtinian Perspectives on Language, Literacy and Learning:Bakhtinian Perspectives on Language, Literacy and Learning." American Anthropologist 108, no. 2 (June 2006): 402. http://dx.doi.org/10.1525/aa.2006.108.2.402.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Umami, Maslihatul. "Rethinking Language Education in Indonesia." Register Journal 1, no. 1 (June 30, 2016): 1. http://dx.doi.org/10.18326/rgt.v1i1.1-22.

Full text

Abstract:

Language education in Indonesia may be discussed by over viewing the nature of the three language categories in the country: Indonesian language, indigenous languages, and foreign languages. From the picture of how the three groups of languages work and function, the problem raised in this paper is based on two fundamental assumptions. Language education in this multilingual and multicultural country is not done on the context of literacy, on the one hand, and it is not yet considered important in comparison with that of the subjects related to basic science and technology, on the other. After reviewing a number of models of bilingual education and comparing them with what has been done in Indonesia, a preferred model will be offered. Finally, it will also be suggested that language education in Indonesia should be associated with literacy development in a wider sense. Furthermore, meanwhile language education should be given an adequate room; language teaching should be based on the functional use of the existing languages in the country and should be done in tandem with the teaching of content since content is delivered through the medium of language. Keywords: education; language function; literacy development; content

APA, Harvard, Vancouver, ISO, and other styles

38

Joo, Hyungmi. "Literacy Practices and Heritage Language Maintenance." Journal of Asian Pacific Communication 19, no. 1 (March 6, 2009): 76–99. http://dx.doi.org/10.1075/japc.19.1.05joo.

Full text

Abstract:

The number of students who speak a language other than English at home has significantly increased in various Anglophone (i.e., English-dominant) countries in recent decades. As the student populations in these countries’ schools have become more linguistically and culturally diverse, concerns about language minority students’ language and literacy development have also increased. Researchers have documented the literacy practices of various linguistic and cultural groups at home and/or in the community. This paper portrays the literacy practices of Korean-American students, in particular the population of immigrant adolescents. Drawing upon case studies of four Korean immigrant students, the study described in this paper reveals that these middle school students enjoyed reading and writing for pleasure at home in Korean as well as in English (the main language of their formal schooling), although there existed differences among them in terms of the degree to which they used the languages and the activities they engaged in. Their literacy practices were necessarily accompanied by ethnic and cultural identity formation.

APA, Harvard, Vancouver, ISO, and other styles

39

Dwika Herdiawan, Rama. "Teaching a Second or Foreign Language Based on Literacy Notions." Wiralodra English Journal 1, no. 1 (September 8, 2017): 1–6. http://dx.doi.org/10.31943/wej.v1i1.10.

Full text

Abstract:

Nowadays, litearcy has become the most prominent issue which must be paid attention in terms of second or foreign language teaching. In addition, this can be a prospective paradigm for the purpose of building the innovative teaching and learning process as well as enhancing the studetns’ schemata in relation to reading and writing particularly. Therefore, this study is aimed to describe as well as prove whether the notions of literacy is appropriate or not for teaching second or foreign language, on the other hand, it also presents a number of relevant theories and also previous studies which reflect notions of literacy its self. However, there are still handicaps as well as constraints towards the implementation of literacy in terms of non native language teaching, the finding in various studies show the evidences which are related to the function of literacy as supplementary sucject or course in certain schools or colleges. Regarding the study, literacy is considered to be the affective as well as innovative strategy that can function to assist the students in acquiring the second or foreign language. Thus, notions of literacy not only conveys the traditional limits of reading and writing skills but also beyond the skills of text-centric literary interpretation.

APA, Harvard, Vancouver, ISO, and other styles

40

Lopez de Aguileta, Garazi. "Developing School-relevant Language and Literacy Skills through Dialogic Literary Gatherings." International Journal of Educational Psychology 8, no. 1 (February 24, 2019): 51. http://dx.doi.org/10.17583/ijep.2019.4028.

Full text

Abstract:

Research in the field of educational linguistics has found that low levels of academic language development negatively affect children’s language, reading and writing skills and, therefore, academic achievements. This is more noticeable in students from low SES backgrounds, who traditionally have a lower exposure to academic language. Nevertheless, dialogic learning environments such as Dialogic Literary Gatherings (DLGs), a worldwide educational practice where participants read and debate literary classics in an egalitarian dialogue, contribute to the appearance of school-relevant language and literacy skills. Although multiple studies on DLGs have shown their impact in different levels, including improving vocabulary and reading skills, the emergence of such skills has not been studied in depth yet. This exploratory study aims to analyze the emergence of academic language and literacy skills in 19 students between the ages of 11 and 13 studying in a school in Spain with over 90% immigrant students. Results show that the egalitarian dialogue in which DLGs are based favors the emergence of school-relevant language and literacy skills, such as judgements and arguments, referential links, or connectives.

APA, Harvard, Vancouver, ISO, and other styles

41

Walldén, R., and P. Nygård Larsson. "Negotiating figurative language from literary texts: second-language instruction as a dual literacy practice." L1 Educational Studies in Language and Literature 21, Running Issue, Running issue (May 2021): 1–30. http://dx.doi.org/10.17239/l1esll-2021.21.01.08.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Fişekcioğlu, Aslı. "The Common European Framework of Reference for Languages Literacy of Teachers Working in Turkish Teaching Centers." International Journal of Education and Literacy Studies 10, no. 2 (April 30, 2022): 141–48. http://dx.doi.org/10.7575/aiac.ijels.v.10n.2p.141.

Full text

Abstract:

The Common European Framework of Reference for Languages, which will be briefly referred to as CEFR in this article, is accepted as a reference by academics working for the Council of Europe Committee on Languages. It sets the criteria for the teaching of any language as a foreign language. It aims to assess and evaluate foreign language acquisition, foreign language teaching, and foreign language levels in the world within certain criteria. In an attempt to determine the prevalence of the literacy of the Common European Framework of Reference for Languages among 88 randomly selected teachers teaching Turkish to foreigners, this study aims to explore, based on the concepts of information literacy and academic literacy, how well the framework is known and received by the teachers. The data revealing the perceptions of the teachers towards the concept of “CEFR” were analyzed and interpreted with the content analysis method. As it can be concluded from the results of the current study, more research is needed on CEFR literacy. In addition, teachers of Turkish as a foreign language should be encouraged to develop professionally and improve their CEFR literacy. This is indeed a key step for the future of teaching Turkish as a foreign language.

APA, Harvard, Vancouver, ISO, and other styles

43

Wahid, Suhaimi Abdul. "The Competency of English Language Teachers in Implementing the English Language Literacy Programme." International Journal of Psychosocial Rehabilitation 24, no. 5 (April 20, 2020): 5518–26. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020259.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

McDougall, Jill. "Teaching Literacy Through Rhyme and Rhythm." Australian Journal of Indigenous Education 24, no. 2 (1996): 56–58. http://dx.doi.org/10.1017/s1326011100002489.

Full text

Abstract:

Poems, songs and chants are excellent resources for developing competence in English for Aboriginal children who speak other languages at home. Children find rhythmic and repetitive language attractive and accessible. It is not unusual to hear children using the language over and over again in their play and, incidentally, teaching it to younger children in the community. As chunks of language are memorised, new language structures and vocabulary are also internalised. While there is very little commercial material available which is relevant to the interests and needs of remote Aboriginal children, it is a powerful learning activity for children to work with the teacher to create texts which reflect shared experiences.

APA, Harvard, Vancouver, ISO, and other styles

45

Krivova, Natal'ya. "THE PROBLEM OF REDUCING THE LEVEL OF LANGUAGE LITERACY IN RUSSIA." Modern Technologies and Scientific and Technological Progress 2022, no. 1 (May 16, 2022): 353–54. http://dx.doi.org/10.36629/2686-9896-2022-1-353-354.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Martins, Patrícia de Souza. "MULTILITERACIES AND LANGUAGE IDEOLOGIES IN CONTEMPORARY FANFIC LITERACY PRACTICES." Trabalhos em Linguística Aplicada 59, no. 1 (April 2020): 353–85. http://dx.doi.org/10.1590/010318135943415912020.

Full text

Abstract:

ABSTRACT Using the lens of Street (1984; [1995]2014; 2003; 2010; 2012), this article firstly aims at discussing the contemporary literacy practices young readers and writers of fanfics engage in when inserted in the affinity spaces of fan literature. This discussion is based on the concept of ideological literacy proposed by the author and dialogues with the concept of multiliteracies, outlined by the New London Group (CAZDEN; COPE et al, 1996) and expanded by several authors such as Cope; Kalantzis (2000), Gee (2000), Rojo (2012) and Kleiman; Sito (2016), among others. These contemporary literacy practices, understood, therefore, as the social use of language, were studied from an ethnographic perspective (HEATH; STREET, 2008). Data was generated from the field observation on two fanfic self-publishing platforms and from literacy events occurring in rounds of conversation, within the scope of the Junior Scientific Initiation Project. (PICJr-049), promoted by a traditional federal institution of basic education in Rio de Janeiro. The social models of literacy used by participants in literacy events (HEATH, 1982; STREET, 2012) signals that designs are (re)shaped according to the interactional context of these participants. This article also proposes a reflection on the language ideologies underlying the discourse of the students participating in the PICJr-049. This analysis is oriented by Volóchinov’s concept of ideology ([1929]2017) and the notion of language ideology, as discussed in the studies by Woolard (1998) and Kroskrity (2004). In the analysis, it was observed that the students reinforce language ideologies anchored in the legitimation of the educated norm of the Portuguese language and in the privilege of literary canons in school literacy practices.

APA, Harvard, Vancouver, ISO, and other styles

47

Wealer, Cyril, Silke Fricke, Ariana Loff, and Pascale M. J. Engel de Abreu. "Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context." Reading and Writing 35, no. 5 (January 5, 2022): 1265–88. http://dx.doi.org/10.1007/s11145-021-10239-1.

Full text

Abstract:

AbstractThe study explores whether foundational skills of reading and spelling in preschool (age 5–6) predict literacy skills cross-linguistically in an additional language in Grade 1 (age 6–7). A sample of linguistically diverse preschool children completed tasks of phonological awareness, letter-sound knowledge, verbal-short term memory, rapid automatized naming, and lexical knowledge in the language of preschool instruction Luxembourgish. The children were followed-up in Grade 1 where literacy skills were assessed in the language of schooling, i.e., German, after five months of literacy instruction. German was a non-native language for all children. Longitudinal correlations confirm that individual differences in single word/pseudoword reading and spelling in German in Grade 1 can be predicted by all the foundational literacy skills that were assessed in Luxembourgish. Path analyses showed that phonological awareness in Luxembourgish emerged as the strongest unique predictor of Grade 1 literacy skills in German. The second unique preschool predictor of Grade 1 literacy skills was letter-sound knowledge. Results are consistent with the view that literacy development in an additional language builds upon similar building blocks as literacy acquisition in a first language, at least for languages that are typologically close. However, current findings suggest that respective contributions between predictors and literacy skills in children learning to read in an additional language may vary from patterns observed in studies with children acquiring literacy in their first language.

APA, Harvard, Vancouver, ISO, and other styles

48

Tedick, Diane J., and Sandra Lee McKay. "Agendas for Second Language Literacy." Modern Language Journal 78, no. 3 (1994): 408. http://dx.doi.org/10.2307/330146.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Griffith, B., and G. Labercane. "Language Awareness and Workplace Literacy." Educational Practice and Theory 19, no. 1 (January 1, 1997): 69–73. http://dx.doi.org/10.7459/ept/19.1.08.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Vamarasi, Marit, and Ronald Carter. "Keywords in Language and Literacy." Language 72, no. 4 (December 1996): 878. http://dx.doi.org/10.2307/416140.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Language and literacy'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles