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Journal of Adolescent & Adult Literacy最新文献

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Educating emergent bilingual youth in high school: The promise of critical language and literacy education by Park, J. Y. (2023) 高中新生双语青年的教育：批判性语言与读写教育的前景[j] . Park， J. Y. （2023）
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-11-11 DOI: 10.1002/jaal.1398
Stephany Cáceres-Mateo
{"title":"Educating emergent bilingual youth in high school: The promise of critical language and literacy education by Park, J. Y. (2023)","authors":"Stephany Cáceres-Mateo","doi":"10.1002/jaal.1398","DOIUrl":"https://doi.org/10.1002/jaal.1398","url":null,"abstract":"<p><i>Educating Emergent Bilingual Youth in High School: The Promise of Critical Language and Literacy Education</i>by J. Y. Park narrates the educational experiences of seven emergent bilingual youth in English as a second language (ESL) classrooms. This book review underlines how Park uses critical language pedagogies in action to shed light on students' assets and challenge the deficit perspectives teachers and schools may have about them. Through these critical lenses, three ESL teachers and the emergent bilingual youth explore themes related to race, identity, and citizenship through effective pedagogical strategies such as dialogic problem-posing, translanguaging through “poetry inside out,” the use of multimodal texts and student-led research. As students embark on their learning journey, they develop their literacy, critical, and reflective skills, manifesting their agentive selves. The book also provides suggestions for emergent bilingual educators, schools, teacher education programs, researchers, and policymakers to disrupt deficit views of emergent bilinguals that keep them from seeing their full potential. In addition, it advocates for ESL teachers, who often are not supported at their schools, and for emergent bilinguals who should not and cannot leave their funds of knowledge and stories outside the classroom door.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"605-607"},"PeriodicalIF":0.9,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“I still think that standard English is important”: Secondary ELA teachers' complex beliefs about foundational language for writing “我仍然认为标准英语很重要”：中学ELA教师对写作基础语言的复杂信念
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-11-09 DOI: 10.1002/jaal.1395
Christina L. Dobbs, Christine Montecillo Leider
{"title":"“I still think that standard English is important”: Secondary ELA teachers' complex beliefs about foundational language for writing","authors":"Christina L. Dobbs,&nbsp;Christine Montecillo Leider","doi":"10.1002/jaal.1395","DOIUrl":"https://doi.org/10.1002/jaal.1395","url":null,"abstract":"<p>Foundational skills are often viewed as necessary components for automaticity in reading and writing. In this study, we draw on teacher interviews to explore what secondary English/language arts teachers identify as necessary language for successful school writing. Findings suggest that teachers believe White mainstream English is a necessary component for academic success, although interviewees could not recall ever being explicitly taught this idea. Furthermore, teachers experience a tension between wanting to engage in culturally and linguistically responsive pedagogy and their (often unexamined) underlying beliefs about White mainstream English being part of foundational language. We discuss how teachers' understanding of language skills includes their beliefs about what is deemed “correct” and “appropriate” for school and discuss the hidden ways foundational skills reinforce White mainstream English-centric ways of knowing. We offer recommendations for teachers to examine their own biases in foundational language for writing.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"353-362"},"PeriodicalIF":0.9,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143113378","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“It's the thoughts you don't really say in your head”: Building narrative identity in the high school to college writing transition “这是你没有真正在脑海中表达的想法”：在高中到大学的写作过渡中建立叙事认同
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-28 DOI: 10.1002/jaal.1391
Vanessa Sullivan
{"title":"“It's the thoughts you don't really say in your head”: Building narrative identity in the high school to college writing transition","authors":"Vanessa Sullivan","doi":"10.1002/jaal.1391","DOIUrl":"https://doi.org/10.1002/jaal.1391","url":null,"abstract":"<p>This article presents the findings of a study in which college freshman reflected on the process of writing a literacy narrative and considered the impact of such writing on their narrative identities. The author synthesizes existing scholarship on literacy narratives, discusses the methodology of interpretive phenomenological analysis utilized, and highlights the pedagogical choices that writing instructors can make to utilize this assignment to support academic confluence based on the findings.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"594-604"},"PeriodicalIF":0.9,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Unpacking automaticity: Scaffolded texts and comprehension 拆解自动性：脚手架式的文本和理解
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-27 DOI: 10.1002/jaal.1394
Elfrieda H. Hiebert
{"title":"Unpacking automaticity: Scaffolded texts and comprehension","authors":"Elfrieda H. Hiebert","doi":"10.1002/jaal.1394","DOIUrl":"https://doi.org/10.1002/jaal.1394","url":null,"abstract":"<p>Automaticity in recognizing the words in a text is fundamental to comprehension. If the number of words readers need to stop and decode exceeds their ability to retain their understanding of a narrative's plot or an expository text's description, their comprehension suffers. The conventional intervention for students who lack the automaticity to adequately comprehend text has been to repeatedly read texts orally. The current review first addresses evidence for this conventional treatment, concluding that students have not shown substantial increases in silent reading comprehension. Next, this review presents evidence underlying an alternative perspective for automaticity support where texts are selected to support students in increasing their automaticity with the words they will encounter consistently—the 2500 morphological families that have been shown to account for at least 90% of most school texts. Finally, guidelines for teachers are provided that address the talk, tasks, and time of instruction, as well as texts, for automaticity.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"369-379"},"PeriodicalIF":0.9,"publicationDate":"2024-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1394","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143120068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Humanizing pedagogies and student-centered instruction in a networked improvement community 网络化改进社区中的人性化教学和以学生为中心的教学
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-27 DOI: 10.1002/jaal.1392
JoeAnn Nguyen, Christian D. Schunn
{"title":"Humanizing pedagogies and student-centered instruction in a networked improvement community","authors":"JoeAnn Nguyen,&nbsp;Christian D. Schunn","doi":"10.1002/jaal.1392","DOIUrl":"https://doi.org/10.1002/jaal.1392","url":null,"abstract":"<p>Improved English Language Arts instruction within classrooms and schools that typically serve low-income, English Language Learners, and Students with Special Needs is important for ensuring all students receive rigorous and inclusive instruction. From the case of a Networked Improvement Community focused on improving instructional practices through student-centered routines, this research explores the role of humanizing pedagogies in enabling effective student-centered instructional routines by interviewing 16 teachers who were identified as particularly successful in working with Students of Color. Two major themes and six subthemes were identified from these interviews focused on building relationships as a foundation for humanizing pedagogies and then leveraging those relationships to create a positive classroom culture that fosters increased student engagement and academic risk-taking with challenging student-centered routines. These strong teacher–student relationships and student-centered routines led to improved academic outcomes.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"584-593"},"PeriodicalIF":0.9,"publicationDate":"2024-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1392","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143884204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Unmasking hidden challenges for migrant learners with few prior experiences with formal education: An exploration of language learning textbooks 为缺乏正规教育经验的移民学习者揭开隐藏的挑战：语言学习教材的探索
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-25 DOI: 10.1002/jaal.1393
Marco Triulzi, Andrea DeCapua, Ina-Maria Maahs
{"title":"Unmasking hidden challenges for migrant learners with few prior experiences with formal education: An exploration of language learning textbooks","authors":"Marco Triulzi,&nbsp;Andrea DeCapua,&nbsp;Ina-Maria Maahs","doi":"10.1002/jaal.1393","DOIUrl":"https://doi.org/10.1002/jaal.1393","url":null,"abstract":"<p>The German government requires all migrants without sufficient German language proficiency to enroll in integration courses. Many of these migrants had few prior experiences with formal education, yet, regardless of degree of literacy in any language, they are placed in classes based on language proficiency. How well do government-approved language textbooks for integration courses meet the needs of migrant learners with few prior experiences with formal education and emergent literacy skills? We present a qualitative exploration of approved German language textbooks to identify hidden challenges. Results indicate that the textbooks require literacy practices, assume sociocultural practices, and demand ways of thinking largely unfamiliar to these learners. Moreover, promotion of a/n (ideal) German culture and western views of knowledge fosters deficit perspectives while rendering invisible the knowledges, and strengths of these learners. Thus, providing effective language education for these migrants requires a mind shift. The findings, discussion, and suggestions have relevance to educators globally.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"573-583"},"PeriodicalIF":0.9,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1393","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“You can't ignore us”: Multiliteracies and disruption in youth activism “你不能忽视我们”：多元文化和青年行动的中断
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-25 DOI: 10.1002/jaal.1390
Amy Walker
{"title":"“You can't ignore us”: Multiliteracies and disruption in youth activism","authors":"Amy Walker","doi":"10.1002/jaal.1390","DOIUrl":"https://doi.org/10.1002/jaal.1390","url":null,"abstract":"<p>This article examines the activism of student protesters in a rural Rust Belt community's Black Lives Matter protest, challenging prevailing stereotypes about civic engagement, literacies, and youth involvement in rural settings. Utilizing critical ethnography and nexus analysis to examine disruptions of discourses in place and interview student participants about their activism, findings showcase how students strategically practiced multiliteracies to upturn power dynamics and assume leadership roles within a socio-spatial landscape. Examining youth protest literacies can inform education partners of the ways students already engage in civic discourse and how understanding their co-construction of space can inform practices across learning communities.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 6","pages":"562-572"},"PeriodicalIF":0.9,"publicationDate":"2024-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1390","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What role, if any, should phonics play in a middle school or high school? The answer may surprise you 如果有的话，拼读法在初中或高中应该扮演什么角色？答案可能会让你大吃一惊
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-22 DOI: 10.1002/jaal.1387
Timothy Shanahan
{"title":"What role, if any, should phonics play in a middle school or high school? The answer may surprise you","authors":"Timothy Shanahan","doi":"10.1002/jaal.1387","DOIUrl":"https://doi.org/10.1002/jaal.1387","url":null,"abstract":"<p>Research shows little benefit from phonics instruction in Grades 2 through 12. However, more recent studies show that students who fall below a decoding threshold fail to benefit from other kinds of reading instruction. This exploration of the evidence suggests that these students are likely to need support in the reading and spelling of multisyllabic words and words with common morphological elements. Explicit instruction with a focus on the decoding, spelling, and meaning of such words would make a lot of sense.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"325-329"},"PeriodicalIF":0.9,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1387","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143118320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Read STOP Write: Teaching foundational skills in a multicomponent informational reading and writing intervention 读、停、写：在多元信息阅读和写作干预中教授基本技能
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-17 DOI: 10.1002/jaal.1389
John Z. Strong, Laura S. Tortorelli, Blythe E. Anderson
{"title":"Read STOP Write: Teaching foundational skills in a multicomponent informational reading and writing intervention","authors":"John Z. Strong,&nbsp;Laura S. Tortorelli,&nbsp;Blythe E. Anderson","doi":"10.1002/jaal.1389","DOIUrl":"https://doi.org/10.1002/jaal.1389","url":null,"abstract":"<p>Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only foundational skills demonstrate mixed results, but multicomponent interventions that combine multisyllabic decoding, fluency, and comprehension strategies that build word and world knowledge to support complex text reading can improve foundational skills and comprehension for students in upper-elementary and middle grades. In this article, we describe how prior research informed the design of Read STOP Write, a multicomponent intervention for students in grades 4–9. Read STOP Write integrates instruction in multisyllabic decoding, fluency, and vocabulary with comprehension instruction focused on building knowledge and using text structures to read and write about science and social studies texts. We summarize research conducted in culturally and linguistically diverse classrooms and discuss implications for teachers of adolescents.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"339-352"},"PeriodicalIF":0.9,"publicationDate":"2024-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.1389","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143116386","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Breaking boundaries: Word analysis strategies that draw on students' full linguistic repertoires 突破界限：利用学生全部语言技能的单词分析策略
IF 0.9 4区 教育学
Journal of Adolescent & Adult Literacy Pub Date : 2024-10-14 DOI: 10.1002/jaal.1388
Minkyung Choi
{"title":"Breaking boundaries: Word analysis strategies that draw on students' full linguistic repertoires","authors":"Minkyung Choi","doi":"10.1002/jaal.1388","DOIUrl":"https://doi.org/10.1002/jaal.1388","url":null,"abstract":"<p>This paper examines the need to integrate students' full linguistic repertoires into literacy instruction in middle and high school classrooms. Traditional monoglossic approaches often neglect the linguistic assets multilingual students bring, limiting their academic potential. Drawing on translanguaging theory, this paper explores three strategies—bilingual morpheme mapping, comparative morphological analysis, and multilingual word walls. These strategies seek to enhance vocabulary instruction by utilizing students' home languages and ultimately cultivating a deeper understanding of word formation and meaning. The benefits of such approaches extend beyond multilingual students, offering all students more comprehensive vocabulary knowledge across disciplines. While the advantages of these methods are evident, the paper also identifies limitations and calls for further research to explore the long-term impacts on literacy development. By advocating for professional learning focused on translanguaging and morphological instruction, this paper highlights the need to incorporate word strategies that enhance literacy for all students.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"68 4","pages":"330-338"},"PeriodicalIF":0.9,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143115238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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