LANGUAGE-AS-VICTORY: A STUDY OF GAMING LITERACY PRACTICES IN SECOND-LANGUAGE CONTEXTS

2016 ◽  
Author(s):  
Raúl A. Mora ◽  
Sebastián Castaño ◽  
Tyrone Steven Orrego ◽  
Michael Hernandez ◽  
Daniel Ramírez
Keyword(s):  
Second Language ◽  
Literacy Practices ◽  
Gaming Literacy

scholarly journals Neglected assets in migrants’ health literacy promotion: Translanguaging and second language teacher

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
S Harsch ◽  
U Bittlingmayer
Keyword(s):  
Second Language ◽  
Health Literacy ◽  
Online Survey ◽  
Literacy Practices ◽  
Participant Observation ◽  
Group Discussion ◽  
Realist Review ◽  
Language Teachers ◽  
Language And Culture ◽  
Language Courses

Abstract Background Providing health care to migrants and refugees can be difficult due to language discordance, divergent cultural preferences and low levels of health literacy (HL). To improve it, experts suggest promoting newcomers' HL in second language courses (SLC). Yet, little empirical evidence exists on the promotion HL in SLC exist, and the HL debate ignored the plurilingual and pluricultural competencies defined in the Common European Framework of Reference for Languages. In the project SCURA, funded by the German Federal Ministry of Education and Research, we explored the role of HL in SLC and developed interventions to promote it. This study's purpose was to understand how HL is addressed in SLC, what teachers contribute and how first language and culture are used to promote HL. Methods In our multi-method study, we conducted a realist review of SLC (N = 13 interventions), document analyses of SLC teaching materials worldwide (N = 22) and of German textbook-series (N = 8*3), participant observation in two language courses (N = 100 hours), interviews (N = 15) and focus group discussion (N = 14) with German SLC teachers and an online survey (N = 25) among SLC teacher and triangulated our results. Results Four topics emerged: SLC material include various units on health stimulating HL development. Newcomers possess many assets (experiences, language and cultural skills) and show various strategies for using these assets to acquire new HL skills such as translanguaging, digital devices, social support. Teachers play a crucial role in promoting HL in informal conversations, by modelling and in developing interactive, asset-valuing HL-promoting activities. Conclusions HL interventions in SLC can draw from a wealth of assets and can be more promising by strengthening translanguaging and transculturing skills and providing discussion stimulating materials. Key messages Migrants’ health literacy practices are characterized by a unique use of translanguaging and transculturing. Second language teachers can promote migrants’ health literacy especially by facilitating learning opportunities that encourage them to use their assets.

scholarly journals SECOND LANGUAGE LITERACY PRACTICES: A CASE STUDY OF A CHINESE STUDENT IN AUSTRALIA

2016 ◽  
Vol 27 (1) ◽  
pp. 101
Author(s):  
Ribut Wahyudi
Keyword(s):  
Second Language ◽  
Literacy Practices ◽  
Structured Interview ◽  
Chinese Student ◽  
Academic Preparation ◽  
Literacy Practice ◽  
Second Language Literacy ◽  
Reading And Writing ◽  
Language Literacy

This article discusses the second-language literacy practice of an ESL student in Australia. It firstly explores the literacy practices (reading and writing) exercised both in China (the subject’s home country) and in Sydney, Australia, where the subject was taking an academic preparation course prior to her master study. Secondly, this article delves into literacy practices conducted inside and outside the classroom in the same contexts. This research aims to contribute to the existing literature on literacy practices by expanding the focus of investigation beyond writing and by bringing up a specific case study, which is hardly addressed in the literature: a Chinese student in non-American education setting. Through analyzing the results of semi-structured interview, it is revealed that the participant adopted several different literacy practices in reading and writing due to different learning objectives and contexts. 

scholarly journals EXPLORING LITERACY PRACTICES IN A SECOND LANGUAGE

2017 ◽  
Vol 28 (1) ◽  
pp. 115
Author(s):  
Firman Parlindungan
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Empirical Research ◽  
Literacy Development ◽  
Second Language Learning ◽  
Literacy Practices ◽  
Literacy Learning ◽  
Cultural Aspects ◽  
School Settings ◽  
Esl Learners

There has been a consensus in research and practices that social and cultural aspects of lives contribute to literacy development, particularly in second language learning. The conception of literacy has been shifting from the lens of formal literacy learning in school settings into broader opportunities in sociocultural contexts, and some may exclusively look at the intersection between the two. In this article, I discuss the concept of continuities of literacy development and out-of-school literacy practices by carefully interpreting empirical research that have been done in the last decade. The discussion in this article enriches the notion of literacy learning that diverse settings of literacy practices, parents’ role, and various available texts are significant predictors to the continuities of literacy development. I argue that ESL learners independently mediate their own literacy development either at school or community by taking advantages of rich opportunities available at the environment, which explained novice-expert relationship, hybridity, and intertextuality. 

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