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Journal articles on the topic 'Language literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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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.

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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.

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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.

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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.

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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.
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5

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

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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.
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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.

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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.

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8

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.

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9

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.

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10

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.

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11

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.

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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.
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12

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.

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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.
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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.

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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.
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14

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.

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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
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15

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

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16

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.

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17

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.

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18

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

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19

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.

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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.
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20

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.

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21

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

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22

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

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23

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.

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24

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.

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25

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.

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26

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.

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27

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.

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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.
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28

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.

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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.

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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.

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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.
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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.

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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.
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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.

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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.
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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.

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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.
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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.

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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.

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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.
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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.

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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
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37

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.

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38

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.

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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.
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Hafernik, Johnnie Johnson, Rebecca Constantino, Thomas Ricento, Barbara Burnaby, Walt Wolfram, Carolyn Temple Adger, and Donna Christian. "Language, Literacy, Politics, and Access." TESOL Quarterly 34, no. 3 (2000): 625. http://dx.doi.org/10.2307/3587751.

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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.

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

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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.

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Grabe, William. "Literacy in a Second Language." Annual Review of Applied Linguistics 10 (March 1989): 145–62. http://dx.doi.org/10.1017/s0267190500001264.

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As literacy has emerged to become a major issue in the 1980s, and will continue to do so in the 1990s, the only sure claim to be made is that the notion of literacy is extremely complex and fraught with generally accepted “myths,” hidden assumptions, over-generalizations, and simple all-inclusive responses to the challenges presented. This scenario is no less appropriate to the second language learning context than it is to the first language learning context. Thus, any examination of second language literacy requires discussion of both first language and second perspectives. It is naive to assume that the difficulties, complexities, contradictions, and debates in first language literacy do not apply equally to the large majority of second language learning contexts. Accordingly, second language literacy will be discussed in light of first language perspectives on literacy, reading, and writing, expanding these perspectives into second language contexts. (It should be noted that two excellent reviews of reading and writing in a second language appeared in ARAL IX (Carrell 1989a, Hudelson 1989a). This review should be seen as complementary to these two earlier articles.)
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Murray, Denise E. "TECHNOLOGIES FOR SECOND LANGUAGE LITERACY." Annual Review of Applied Linguistics 25 (March 2005): 188–201. http://dx.doi.org/10.1017/s0267190505000103.

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Information and communication technology (ICT) has been used in language classrooms for more than two decades. Over this time, classroom use has moved from drill, text manipulation, and word processing to more interactive and communicative applications such as e-mail, chat, and web-based programs, requiring learners to acquire computer literacies. This chapter will begin by discussing both the parameters of ICT and the scope of literacies. It is then organized around discussion of the two types of literacies at the intersection of ICT and L2 learning: how new technologies facilitate acquisition of L2 literacies and what L2 literacies are needed for learners to participate in an increasingly digital world. Although research has mostly been limited to small-scale context-dependent case studies of individual classrooms, it has identified a number of issues that need to be considered as teachers (and learners) use ICT for language learning. Although ICT provides a natural context for learner autonomy, that autonomy needs to be developed systematically. In addition, ICT provides a context for learner identity formation through hybrid uses of language(s), in ways unexpected by teachers and learners. These new ways of using language may empower and motivate learners. Similarly, whereas ICT provides opportunities for collaboration and interaction, they are not automatic, and instruction needs to be skillfully scaffolded for learners to benefit from such opportunities.
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Erler, Lynn. "Literacy and Second Language Oracy." System 38, no. 2 (June 2010): 339. http://dx.doi.org/10.1016/j.system.2010.03.008.

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Hay, Ian, and Ruth Fielding-Barnsley. "Social Learning, Language and Literacy." Australasian Journal of Early Childhood 37, no. 1 (March 2012): 24–29. http://dx.doi.org/10.1177/183693911203700104.

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Lehman, Barbara A., Lynn G. Johnson, and Daniel W. Lehman. "Whole Language for Adult Literacy." Adult Learning 3, no. 5 (February 1992): 15–26. http://dx.doi.org/10.1177/104515959200300508.

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Shaughnessy, Anne, Dixie Sanger, Carrie Matteucci, and Mitzi Ritzman. "Early Childhood Language and Literacy." ASHA Leader 9, no. 2 (February 2004): 2–18. http://dx.doi.org/10.1044/leader.ftr3.09022004.2.

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De La Luz Reyes, María, and Pamela A. McCollum. "Language, Literacy, and Educational Reform." Education and Urban Society 24, no. 2 (February 1992): 171–77. http://dx.doi.org/10.1177/0013124592024002001.

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Marsh, Lin. "Training: Communication, Language and Literacy." Practical Pre-School 2000, no. 22 (July 2000): 7–10. http://dx.doi.org/10.12968/prps.2000.1.22.40983.

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