Written Language and Literacy最新文献_第2页

Littératies scolaires en post-pandémie 流行病后的学校识字

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Written Language and Literacy Pub Date : 2023-02-15 DOI: 10.20360/langandlit29661

Ronna Mosher, Kim Lenters, G. Cormier

引用次数: 0

“COVID has Brought Us Closer”: A Proleptic Approach to Understanding ESL Teachers’ Practices in Supporting ELLs In and After the Pandemic “COVID让我们更近了”:了解ESL教师在大流行期间和之后支持ELLs的做法的前瞻性方法

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Written Language and Literacy Pub Date : 2023-02-15 DOI: 10.20360/langandlit29654

Guofang Li, Zhuo Sun

{"title":"“COVID has Brought Us Closer”: A Proleptic Approach to Understanding ESL Teachers’ Practices in Supporting ELLs In and After the Pandemic","authors":"Guofang Li, Zhuo Sun","doi":"10.20360/langandlit29654","DOIUrl":"https://doi.org/10.20360/langandlit29654","url":null,"abstract":"This paper uses “prolepsis,” a process of reaching into the past to inform present and future practices, to understand 12 English-as-a-second language (ESL) teachers’ practices of supporting English language learners (ELLs) through remote teaching during the COVID-19 pandemic from 2020-2021 in British Columbia and to envision some different current and future post-pandemic classroom literacies for diverse learners. Accounts of these ESL teachers’ synthetical moments of teaching and supporting ELLs during the pandemic suggest that they had to navigate “new” areas of teaching, including attending to students’ social-emotional learning (SEL), connecting with ELL parents, teaching and engaging students via technology-supported instruction, and co-teaching with mainstream teachers, on the basis of limited or no pre-pandemic experience. These insights suggest a need to widen the focus on ESL teachers’ knowledge and expertise in applied linguistics and instructional strategies to include classroom literacies in integrating SEL into ESL instruction, adopting interactive, student-driven instructional designs and practices afforded by multimodal technologies, maintaining multiple channels of communication with parents and students, and team-teaching with classroom teachers to provide tailored language support for ELLs.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"15 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80174861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The contribution of full tone marking to oral reading fluency and comprehension in Yoruba and Ife 全声调标记对约鲁巴语和伊夫语口语阅读流畅性和理解的贡献

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Written Language and Literacy Pub Date : 2022-12-06 DOI: 10.1075/wll.00069.rob

David Roberts, Matthew Harley, Stephen L. Walter

{"title":"The contribution of full tone marking to oral reading fluency and comprehension in Yoruba and Ife","authors":"David Roberts, Matthew Harley, Stephen L. Walter","doi":"10.1075/wll.00069.rob","DOIUrl":"https://doi.org/10.1075/wll.00069.rob","url":null,"abstract":"\u0000 Orthographic depth is a key concept in literacy acquisition and can be measured separately for completeness, simplicity and\u0000 consistency. The first of these is pertinent to discussions about whether tone should be marked in African\u0000 orthographies, because a zero tone representation is relatively incomplete and deep whereas a full tone orthography is relatively\u0000 complete and shallow. We undertook a series of literacy experiments in ten Niger-Congo languages to test the extent to which full\u0000 tone marking contributes to reading and writing skills. In a within-subject design that closely follows Bird (1999b), participants orally read two full tone and two zero tone texts and also added tone accents\u0000 to unmarked versions of two of the texts. Speed, accuracy, comprehension, as well as a range of linguistic, ethno-literacy,\u0000 demographic and L2 literacy variables were tracked. The present article narrows the scope of the wider research project (Roberts & Walter 2021) to two of the languages, Yoruba and Ife, which are\u0000 linguistically similar, yet have highly dissimilar results. In Yoruba, full tone marking does not contribute to any improvement in\u0000 reading measurements, and tone writing skills are generally poor. In Ife, on the other hand, full tone marking contributes to\u0000 speed, accuracy and comprehension, and tone writing is the most accurate of all the languages. The results suggest that the social\u0000 profile of the participant and the ethno-literacy profile of the language community are more predictive of reading and writing\u0000 performance than is the linguistic profile of the language.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"250 6","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72455465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Written narratives of adolescents with developmental language disorder compared with typically developing adolescents and adults 发展性语言障碍青少年与正常发育青少年及成人的书面叙述比较

IF 0.3

Written Language and Literacy Pub Date : 2022-12-06 DOI: 10.1075/wll.00067.kra

J. Kraljević, Ana Matić Škorić, M. Tomazin

引用次数: 0

Supporting university students’ argumentative source-based writing 支持大学生的议论文写作

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Written Language and Literacy Pub Date : 2022-12-06 DOI: 10.1075/wll.00068.mar

Miika Marttunen, Carita Kiili

{"title":"Supporting university students’ argumentative source-based writing","authors":"Miika Marttunen, Carita Kiili","doi":"10.1075/wll.00068.mar","DOIUrl":"https://doi.org/10.1075/wll.00068.mar","url":null,"abstract":"\u0000 Argumentative writing from sources is a literacy practice that students commonly find challenging. The present\u0000 article reports a descriptive study where students’ source-based writing in small groups was supported with either print-based or\u0000 digital scaffolding. Students analyzed source texts given to them and used their analysis to compose a position paper on a\u0000 controversial educational topic. Position papers were analyzed for depth and breadth of argumentation, stand and justifications,\u0000 degree of transformation of source texts’ argumentation, and structure. The study suggests that students in both scaffolding\u0000 groups were fairly capable of identifying relevant reasons representing various perspectives on the topic in source texts and\u0000 using them to build an argument in their position papers. However, students seldom transformed the arguments by adding their own\u0000 thoughts or connecting arguments across the texts. Further, quite a few students seem to struggle in structuring their essays: 41%\u0000 of essays in the print-based scaffolding group and 24% of essays in the digital scaffolding group were unstructured. Instructional\u0000 implications are discussed.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"57 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84854212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Evaluating preschoolers’ references to characteristics of the Hebrew orthography via a computerized early spelling game 通过电脑早期拼写游戏评估学龄前儿童对希伯来语正字法特征的参考

IF 0.3

Written Language and Literacy Pub Date : 2022-12-06 DOI: 10.1075/wll.00065.ara

Adi Elimelech, Dorit Aram

{"title":"Evaluating preschoolers’ references to characteristics of the Hebrew orthography via a computerized early spelling\u0000 game","authors":"Adi Elimelech, Dorit Aram","doi":"10.1075/wll.00065.ara","DOIUrl":"https://doi.org/10.1075/wll.00065.ara","url":null,"abstract":"\u0000 The current study evaluated how characteristics of Hebrew, a Semitic language with an abjad\u0000 writing system, are manifested in Hebrew-speaking preschoolers’ play with a computerized spelling game adapted for Hebrew. The\u0000 game words were of different lengths and structures so as to include the entire Hebrew alphabet and all the vowels (a,\u0000 e, i, o, u) in all possible positions in the word (first, last, second). We analyzed the 18,720\u0000 spellings typed by 96 preschoolers aged 5;7 years (on average) who played the game during eight sessions (about 20 minutes per\u0000 session) in one month.\u0000 The study indicated a greater difficulty in spelling א, ה, ו, י letters as consonants than as vowels, and more\u0000 success in spelling ב, כ, פ letters that are pronounced as stops, as compared to the same letters that are pronounced as spirants.\u0000 The success in spelling consonants and consonant-vowel letters was identical. Within a word, there was greater success in spelling\u0000 the first letter, than in spelling the last letter, and the second letter. The length of the word did not influence success in\u0000 spelling the first, second, or last letter in the word. At the same time, spelling an entire shorter word was easier than spelling\u0000 an entire longer word. Lastly, spelling of words to which children had more exposures was easier than spelling words with only a\u0000 single exposure. The discussion focuses on the implications of the study and refers to the nature of appropriate literacy-oriented\u0000 digital Hebrew games and activities with preschoolers.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83131036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Family literacy practices and their contribution to emergent literacy skills during the COVID-19 pandemic 在2019冠状病毒病大流行期间，家庭扫盲实践及其对新兴扫盲技能的贡献

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Written Language and Literacy Pub Date : 2022-12-06 DOI: 10.1075/wll.00066.cru

Joana Cruz, M. Mackaaij, H. Bilimória, D. Gandra

引用次数: 0

Desana numerical symbols Desana数字符号

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Written Language and Literacy Pub Date : 2022-12-06 DOI: 10.1075/wll.00064.ove

Karenleigh A. Overmann, T. Chacon, Annick Payne

引用次数: 0

Approaches and Methods in Language Teaching and Learning over Time 随着时间的推移，语言教学的途径和方法

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Written Language and Literacy Pub Date : 2022-12-02 DOI: 10.20360/langandlit29595

Khaled Jebahi

引用次数: 0

Librarian-Faculty Collaboration for Literacy Courses: Promoting Better Learning for Preservice Teachers 馆员与教师合作开展扫盲课程:促进职前教师更好地学习

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Written Language and Literacy Pub Date : 2022-12-02 DOI: 10.20360/langandlit29605

A. Consalvo, Gina M. Doepker, Vandy Dubre, Joanna Neel

引用次数: 0