Decoloniality, Language and Literacy

2021 ◽  
Keyword(s):  
Global South ◽  
Language And Literacy ◽  
Academic Genres ◽  
Border Thinking

Through a range of unconventional genres, representations of data, and dialogic, reflective narratives alongside more traditional academic genres, this book engages with contexts of decoloniality and border thinking in the Global South. It captures the learning that takes place beyond the borders of disciplines and formal classroom spaces.

Learning With Mobiles in Developing Countries

2017 ◽  
pp. 774-790 ◽  
Author(s):  
John M. Traxler
Keyword(s):  
Developing Countries ◽  
Mobile Technology ◽  
Knowledge Economy ◽  
Digital Literacy ◽  
Global South ◽  
Language And Literacy ◽  
Global Knowledge ◽  
Fundamental Component ◽  
Network Technologies

In the countries of the global South, the challenges of fixed infrastructure and environment, the apparent universality of mobile hardware, software and network technologies and the rhetoric of the global knowledge economy have slowed or impoverished the development of appropriate theoretical discourses to underpin learning with mobiles. This paper addresses one specific and fundamental component of such discourses, namely the role of language and literacy as they interact with mobile technology. The paper makes three points, that mobile technology is culturally and linguistically specific, not universal or culturally-neutral; that mobile technology does not merely store and transmit language(s) and literacy within communities, it disturbs and transforms them, and that the digital literacy agenda that might underpin learning with mobiles has not yet been developed in relation to mobile technology or in relation to the global South. These are the foundations of understanding learning with mobiles in the global South.

scholarly journals Learning with Mobiles in Developing Countries

2017 ◽  
Vol 9 (2) ◽  
pp. 1-15 ◽  
Author(s):  
John M. Traxler
Keyword(s):  
Developing Countries ◽  
Mobile Technology ◽  
Knowledge Economy ◽  
Digital Literacy ◽  
Global South ◽  
Language And Literacy ◽  
Global Knowledge ◽  
Fundamental Component ◽  
Network Technologies

In the countries of the global South, the challenges of fixed infrastructure and environment, the apparent universality of mobile hardware, software and network technologies and the rhetoric of the global knowledge economy have slowed or impoverished the development of appropriate theoretical discourses to underpin learning with mobiles. This paper addresses one specific and fundamental component of such discourses, namely the role of language and literacy as they interact with mobile technology. The paper makes three points, that mobile technology is culturally and linguistically specific, not universal or culturally-neutral; that mobile technology does not merely store and transmit language(s) and literacy within communities, it disturbs and transforms them, and that the digital literacy agenda that might underpin learning with mobiles has not yet been developed in relation to mobile technology or in relation to the global South. These are the foundations of understanding learning with mobiles in the global South.

scholarly journals Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences (La Preparación Post Global del Maestro) (pp.76-96)

2013 ◽  
Vol 15 (3) ◽  
Author(s):  
Jubin Rahatzad ◽  
Hannah L. Sasser ◽  
JoAnn Phillion ◽  
Nastaran Karimi ◽  
Yuwen Deng ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Teacher Preparation ◽  
Ways Of Knowing ◽  
Global South ◽  
Cross Cultural ◽  
English Only ◽  
Studying Abroad ◽  
Cultural Experiences ◽  
Border Thinking ◽  
Study Abroad Program

<div>Preservice teachers&rsquo; international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. &nbsp;In this article we suggest that postglobal teacher preparation is a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad. &nbsp;Through international cross-cultural experiences, preservice teachers can recognize the disparate impacts of neoliberal economic globalization on educational and social equity within the metaphorical global South and the global North. &nbsp;We examine the narratives constructed by preservice teachers through the reflection of their international cross-cultural experiences during a Honduras Study Abroad Program. &nbsp;The article also explores the implications of a postglobal preparation for preservice teachers. (This article is provided in English only.)</div><div><p>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~</p></div><div><p>Las experiencias culturales internacionales de aquellos que se preparan para ser maestros pueden proveer oportunidades para la exploraci&oacute;n de fronteras epist&eacute;micas. Este art&iacute;culo sugiere la preparaci&oacute;n postglobal como una aproximaci&oacute;n cr&iacute;tica y reflexiva que puede comprometer a los que se preparan para ser maestros hacia una forma fronteriza de pensamiento la cual les permite explorar otras formas de conocimiento. A trav&eacute;s de esta experiencia los maestros en preparaci&oacute;n tambi&eacute;n pueden tener la oportunidad de reconocer los impactos desiguales de la econom&iacute;a neoliberal y capitalista sobre diversas plataformas educacionales y sociales dentro de lo que metaf&oacute;ricamente se conocen como sur y norte globales. En este art&iacute;culo se analizan narrativas construidas por los maestros en formaci&oacute;n durante un programa de estudios internacionales en Honduras. Se exploran tambi&eacute;n implicancias para la preparaci&oacute;n postglobal en la educaci&oacute;n de maestros. (Este art&iacute;culo se ofrece solamente en ingl&eacute;s.)</p></div><div><br /></div><!--[endif] -->

Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders

2020 ◽  
Vol 29 (4) ◽  
pp. 2049-2067
Author(s):  
Karmen L. Porter ◽  
Janna B. Oetting ◽  
Loretta Pecchioni
Keyword(s):  
Language And Literacy ◽  
Collective Case Study ◽  
Study Approach ◽  
School Aged Children ◽  
Speech Language Pathologist ◽  
Therapy Goals ◽  
Semistructured Interviews ◽  
Types Of Information

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.

Developing Evidence-Based Assessment to Prevent Over- or Underidentification of Disorders for New Language Learners

2020 ◽  
Vol 5 (4) ◽  
pp. 1026-1038
Author(s):  
Sandra Levey ◽  
Li-Rong Lilly Cheng ◽  
Diana Almodovar
Keyword(s):  
Language Learners ◽  
Grade Level ◽  
Reading Skills ◽  
Language Disorder ◽  
Academic Development ◽  
Review Article ◽  
Evidence Based ◽  
Clinical Knowledge ◽  
Language And Literacy ◽  
Support Evidence

Purpose The purpose of this review article is to present certain linguistic domains to consider in the assessment of children learning a new language. Speech-language pathologists frequently face difficulty when determining if a bilingual or multilingual child possesses a true speech or language disorder. Given the increased number of new language learners across the world, clinicians must understand differences versus disorders to prevent underidentification or overidentification of a disorder. Conclusions Early identification of a true disorder has been shown to prevent language and literacy difficulties, given that children are able to achieve grade-level reading skills when given intervention. Clinical knowledge and skills are strongly required so that children receive evidence-based assessment to support their academic development. Learning Goal Readers will gain an understanding of the factors that support evidence-based assessment of bilingual and multilingual language learners.

Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement

2020 ◽  
Vol 51 (3) ◽  
pp. 509-513
Author(s):  
Ashley Bourque Meaux ◽  
Julie A. Wolter ◽  
Ginger G. Collins
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Literacy Development ◽  
Morphological Awareness ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Based ◽  
Literacy Success ◽  
Key Factor ◽  
Language And Literacy Development

Purpose This article introduces the Language, Speech, and Hearing Services in Schools Forum: Morphological Awareness as a Key Factor in Language-Literacy Success for Academic Achievement. The goal of this forum is to relate the influence morphological awareness (MA) has on overall language and literacy development with morphology acting as the “binding agent” between orthography, phonology, and semantics ( Perfetti, 2007 ) in assessment and intervention for school-aged children. Method This introduction provides a foundation for MA development and explores the influence MA has over the course of school-aged language and literacy development. Through summaries of the 11 articles in this forum, school-based speech-language pathologists will be able to convey the importance of MA to promote successful educational outcomes for kindergarten to adolescent students. The forum explores researcher-developed assessments used to help identify MA skill level in first- through eighth-grade students at risk for literacy failure to support instructional needs. The forum also provides school-based speech-language pathologists with details to design and implement MA interventions to support academic success for school-aged students with varying speech-language needs (e.g., dual language emersion, vocabulary development, reading comprehension) using various service delivery models (e.g., small group, classroom-based, intensive summer camps). Conclusion MA is effective in facilitating language and literacy development and as such can be an ideally focused on using multilinguistic approaches for assessment and intervention. The articles in this issue highlight the importance in assessment measures and intervention approaches that focus on students' MA to improve overall academic success in children of all ages and abilities.

Assessing Language and Literacy Skills of School-Aged Children

2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett
Keyword(s):  
Literacy Skills ◽  
Assessment Tools ◽  
Treatment Goals ◽  
Miscue Analysis ◽  
Language And Literacy ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Assessment Procedures ◽  
Tools And Methods

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.

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