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Défis et facilitateurs lors de l’implantation de pratiques d’intervention naturalistes pour soutenir le développement de la littératie en milieu de garde 实施自然干预实践以支持儿童保育识字发展的挑战和促进者
IF 0.3
Written Language and Literacy Pub Date : 2022-08-19 DOI: 10.20360/langandlit29580
Colombe Lemire, C. Dionne, J. Myre-Bisaillon
{"title":"Défis et facilitateurs lors de l’implantation de pratiques d’intervention naturalistes pour soutenir le développement de la littératie en milieu de garde","authors":"Colombe Lemire, C. Dionne, J. Myre-Bisaillon","doi":"10.20360/langandlit29580","DOIUrl":"https://doi.org/10.20360/langandlit29580","url":null,"abstract":"Les pratiques d’intervention naturalistes dont l’activity-based intervention (ABI) utilisent le jeu et les activités quotidiennes pour soutenir le développement d’habiletés chez les jeunes enfants. Cet article documente les défis et facilitateurs rencontrés par quatre éducatrices en milieu de garde ayant reçu de la formation et de l’accompagnement pour implanter l’ABI en soutien au développement d’habiletés en littératie. Les principaux défis relèvent du manque de temps et de la gestion des défis socio-émotionnels. Dans les facilitateurs se retrouvent les adaptations de l’environnement et les intérêts des enfants. Cet article met en lumière, l’importance d’offrir du matériel en littératie diversifié et accessible.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88859728","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
Composing meaning through multiliteracies and multimodality with adolescent and adult learners 与青少年和成人学习者一起通过多种素养和多模态构成意义
IF 0.3
Written Language and Literacy Pub Date : 2022-08-19 DOI: 10.20360/langandlit29587
Susan M. Holloway, Rasha Qaisi
{"title":"Composing meaning through multiliteracies and multimodality with adolescent and adult learners","authors":"Susan M. Holloway, Rasha Qaisi","doi":"10.20360/langandlit29587","DOIUrl":"https://doi.org/10.20360/langandlit29587","url":null,"abstract":"The research from this ongoing nationally funded study explores multiliteracies and multimodality in secondary schools and adult education settings including a museum, dance studio, and French language learning centre. There are 30 participants to date in the study. Using constructivist grounded theory methodology, the study draws upon data from face-to-face interviews, observations, document analysis, and original film footage of learning spaces. Social semiotics theory is used in this paper to articulate how a range of modes (visual, linguistic, and gestural) affect teaching and learning. The findings suggest that multiliteracies and multimodality foster creativity and criticality, engage marginalized learners, and provide greater versatility in meaning-making practices.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"11 3","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72622121","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
ESL Writing Instruction in K-12 Settings: Pedagogical Approaches and Classroom Techniques K-12阶段的ESL写作教学:教学方法和课堂技巧
IF 0.3
Written Language and Literacy Pub Date : 2022-08-19 DOI: 10.20360/langandlit29612
S. Bhowmik, Marcia Kim
{"title":"ESL Writing Instruction in K-12 Settings: Pedagogical Approaches and Classroom Techniques","authors":"S. Bhowmik, Marcia Kim","doi":"10.20360/langandlit29612","DOIUrl":"https://doi.org/10.20360/langandlit29612","url":null,"abstract":"Writing is an important literacy skill that K-12 students must develop for academic success. For young ESL students, developing writing skills entails both learning English and developing writing as a literacy skill. The need for this dual skill development underlines the challenges of teaching K-12 ESL writing, as teachers must strike a balance between teaching writing as a tool for students’ English language development and literacy skill. This paper reports on findings related to pedagogical approaches and classroom techniques that are prevalent in K-12 ESL writing instruction. Our research is based on a systematic review of 49 studies published between 2010 and 2019. Using content analysis, three pedagogical approaches were identified: (a) approaches centered on teacher perspectives, (b) approaches centered on student perspectives, and (c) approaches centered on emerging research and theories of ESL writing instruction. As well, the analysis yielded four classroom techniques: (a) adopting SFL-oriented and genre-based activities, (b) utilizing ESL-bilingual student writers’ language learning traits, (c) incorporating digital technology, and (d) adapting instructional practices in response to student needs. Critically reflecting on these pedagogical approaches and classroom techniques, the paper discusses the advantages and challenges of implementing them in the classroom. The paper provides a taxonomy of instructional practices that K-12 ESL writing teachers may find useful.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"48 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85960266","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
Investigating Writing Instruction Practices for Students With Deafness and Hearing Loss 聋哑及听力损失学生写作教学实践研究
IF 0.3
Written Language and Literacy Pub Date : 2022-08-19 DOI: 10.20360/langandlit29528
Michael Dunn, Amira Albagshi, Faisal Aldawsari
{"title":"Investigating Writing Instruction Practices for Students With Deafness and Hearing Loss","authors":"Michael Dunn, Amira Albagshi, Faisal Aldawsari","doi":"10.20360/langandlit29528","DOIUrl":"https://doi.org/10.20360/langandlit29528","url":null,"abstract":"This case study investigated the writing instruction practices of teachers (grades 6 and 7) of students with deafness and hearing loss. The researchers focused on what classroom practices and strategies teachers employed with students, what teachers’ perspectives were about best-practices for writing instruction, students’ perspectives about writing, and scores from their end-of-unit writing samples. The authors completed qualitative interviews and classroom observations with teachers (N=2) and students (N=6; three per class observed) about writing instruction for students with deafness and hearing loss. The data resulted in four themes: the need for teacher modeling, guided practice, and developing students’ independence; students’ challenges with writing (e.g., from ASL to English prose); the need for more resources (e.g., professional development about writing); and how assessment helps define students’ strengths and weaknesses.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"19 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75048161","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
Literacy Entanglements and Relationality, Time, Place, Space and Identity 文化纠葛与关系、时间、地点、空间与身份
IF 0.3
Written Language and Literacy Pub Date : 2022-06-30 DOI: 10.20360/langandlit29620
Jing Jin, Lara Polak, Velvalee Georges, Yina Liu
{"title":"Literacy Entanglements and Relationality, Time, Place, Space and Identity","authors":"Jing Jin, Lara Polak, Velvalee Georges, Yina Liu","doi":"10.20360/langandlit29620","DOIUrl":"https://doi.org/10.20360/langandlit29620","url":null,"abstract":"Tawaw, or welcome, to this special digital edition of the Language and Literacy journal. This issue is a direct result of the scholarship shared by participants and the development and management of the 18th annual, but first digital, Language and Literacy Researchers of Canada (LLRC/ACCLL) pre-conference by the co-chairs[1] (Jing Jin, Lara Polak, Velvalee Georges, and Yina Liu). The theme, Literacy Entanglements & Relationality: Time, Space, Place, and Identity, aspires to engage researchers in moving beyond entanglement toward evolving relationality through and in the various dimensions of time, space, place, and identity. This theme was intended to create opportunities for researchers to attend to the complexities inherent in broadening and strengthening our understandings of language and literacy entanglement. We anticipated thoughtful conversation about how humans engage with literacy and language at various stages of relations, from superficial acknowledgment to exploring how our messages are transformed by identity, time, space, and place. We wondered how the course of literacy and language research might become more robust by attending to all dimensions, particularly as we move from face-to-face to virtual contexts and digital means.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"23 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78782280","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
Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic 大流行期间科学和数学教师候选人的多元素养重塑
IF 0.3
Written Language and Literacy Pub Date : 2022-06-30 DOI: 10.20360/langandlit29622
Tanya Manning-Lewis, K. Sanford
{"title":"Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic","authors":"Tanya Manning-Lewis, K. Sanford","doi":"10.20360/langandlit29622","DOIUrl":"https://doi.org/10.20360/langandlit29622","url":null,"abstract":"The researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"21 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74121601","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
“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation “凝视一头奔腾的公牛”:通过中介重新定义内容和学科素养
IF 0.3
Written Language and Literacy Pub Date : 2022-06-30 DOI: 10.20360/langandlit29624
Terry Loerts
{"title":"“Staring Down a Charging Bull”: Reconceptualizing Content and Disciplinary Literacy through Transmediation","authors":"Terry Loerts","doi":"10.20360/langandlit29624","DOIUrl":"https://doi.org/10.20360/langandlit29624","url":null,"abstract":"This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"6 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87135010","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
Thinker, Learner, and Practitioner: Using an Insider’s Lens to Explore Critical, Cultural, and Global Consciousness Through Multicultural Literature 思考者、学习者和实践者:用局内人的视角通过多元文化文学探索批判性、文化和全球意识
IF 0.3
Written Language and Literacy Pub Date : 2022-06-30 DOI: 10.20360/langandlit29623
Dany Dias
{"title":"Thinker, Learner, and Practitioner: Using an Insider’s Lens to Explore Critical, Cultural, and Global Consciousness Through Multicultural Literature","authors":"Dany Dias","doi":"10.20360/langandlit29623","DOIUrl":"https://doi.org/10.20360/langandlit29623","url":null,"abstract":"Literacy research highlights a need to explore the way literacy is used in the classroom and how current practices engage students with aspects of humanity and social justice. This doctoral research took place as a classroom inquiry that examined the potential for multicultural literature to expand adolescent learners’ worldviews and shape their perceptions as global citizens. From a constant stance of reflexivity, this teacher researcher recalls a dynamic eighth-grade language arts classroom as they engaged with multicultural books and real-life events, before and during a pandemic. This paper focuses on select themes and subthemes emerging from pedagogical practices used in the classroom throughout the study. Notions of time, space, place, and identity detail an intentional and purposeful pedagogy as learners interacted with literacy within and beyond their classroom community.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"17 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74451429","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
Intersections of Student Engagement and Academic Integrity in the Emergency Remote ‘English for Academic Purposes’ Assemblage 学生参与和学术诚信在紧急远程“学术英语”汇编中的交叉点
IF 0.3
Written Language and Literacy Pub Date : 2022-06-30 DOI: 10.20360/langandlit29621
E. Vasilopoulos, Francis Bangou
{"title":"Intersections of Student Engagement and Academic Integrity in the Emergency Remote ‘English for Academic Purposes’ Assemblage","authors":"E. Vasilopoulos, Francis Bangou","doi":"10.20360/langandlit29621","DOIUrl":"https://doi.org/10.20360/langandlit29621","url":null,"abstract":"This paper explores the disruption of space, place, and material conditions brought on by the migration of traditional on-site language teaching to emergency remote teaching (ERT) in an English for Academic Purposes (EAP) program designed to bridge international students into higher education. We focus on two aspects of language teaching considered essential to academic success: student engagement and academic integrity. Through the Deleuzian concept of assemblage and post-qualitative inquiry, data vignettes from interviews with 12 teacher participants are presented to examine the contingency and relationality between the affordances of technological tools and the absence of embodied connection brought on by the move to ERT. Data vignettes are linked to map how instructors’ perceptions of student engagement mediated through space, place, and materials, inadvertently shape/are shaped by perceptions of academic dishonesty.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"22 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87037357","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
How can a fine-grained analysis of spelling errors inform our understanding of the development of spelling in EFL? 对拼写错误的细致分析如何帮助我们理解英语拼写的发展?
IF 0.3
Written Language and Literacy Pub Date : 2022-06-07 DOI: 10.1075/wll.00061.rus
Susie Russak
{"title":"How can a fine-grained analysis of spelling errors inform our understanding of the development of spelling in\u0000 EFL?","authors":"Susie Russak","doi":"10.1075/wll.00061.rus","DOIUrl":"https://doi.org/10.1075/wll.00061.rus","url":null,"abstract":"\u0000 Becoming a proficient speller in English is a challenging task requiring integration of knowledge from multiple\u0000 linguistic and cognitive sources. Spelling in English as a foreign language (EFL) is more complex when the distance between the\u0000 different languages of the speller is great. Whereas binary scoring practices are prevalent, they are not as informative as\u0000 analyses of errors based on linguistic characteristics. The present longitudinal study examined the development of spelling in\u0000 EFL among speakers of Semitic L1, Arabic and Hebrew (N = 354). A dictation task on a\u0000 one-word level assessed spelling from 4th–6th grades. Spellings were first scored for accuracy and then analyzed based primarily\u0000 on phonological and orthographic characteristics. Errors were then grouped according to four predominant developmental trends.\u0000 While similarities with L1 spelling development were noted, some of the error types could be attributed to unique characteristics\u0000 of linguistic distance between Semitic languages and English. Both theoretical and practical implications are considered.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":"153 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2022-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79650865","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
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