Technology and the Language Classroom. Ways of Using Technology in Language and Literacy Teaching

1993 ◽  
Vol 27 (2) ◽  
pp. 318 ◽  
Author(s):  
Heide Spruck Wrigley
Keyword(s):  
Language And Literacy ◽  
Literacy Teaching ◽  
Language Classroom

Language Assessment

2020 ◽  
pp. 234-250
Author(s):  
Charlotte Enns ◽  
Lynn McQuarrie
Keyword(s):  
Hard Of Hearing ◽  
Culturally Responsive ◽  
Literacy Learning ◽  
Written Language ◽  
Language And Literacy ◽  
Language Abilities ◽  
Literacy Teaching ◽  
Signed Language ◽  
Language Measures ◽  
The Relationship

Assessment is an essential component of an effective bilingual literacy program. The relationship between language and literacy is complex. For bilingual individuals, the complexity of that relationship is increased. When bilingualism involves a signed language, the relationship becomes even more complicated, and disentangling the critical strands of language and literacy learning can be an ongoing challenge. This chapter provides a strengths-based perspective to guide educators in their assessment considerations when developing the literacy abilities of deaf and hard-of-hearing (DHH) bilingual learners, defined as children who are learning a signed language and concurrently a spoken/written language, such as ASL–English. In particular, the chapter explores the valuable ways that signed language abilities contribute to literacy development. Also highlighted is the critical and ongoing need for effective and culturally responsive signed language measures to better inform literacy teaching approaches.

scholarly journals Enspråkig undervisning i flerspråkig kontext

2019 ◽  
pp. 9-26
Author(s):  
Berit Lundgren
Keyword(s):  
Language And Literacy ◽  
Literacy Teaching ◽  
Grade 5 ◽  
Theoretical Standpoint

The aim of this article is to explore teaching within symmetrical and asymmetrical classrooms and how teaching creates meaning for the learners in a multilingual school. The study, described in this article, has a socio-cultural theoretical standpoint with focus on language and literacy teaching. The study has been conducted in Grade 5 in a school with 50% of immigrant learners. The result shows that the discourse in the symmetrical and asymmetrical classrooms is monolingual with no translanguaging except from one classroom where teaching prepare for translanguaging and multilingual use. But the conclusion from the study is a monolingual school discourse in a multilingual context. Syftet med artikeln är att utforska undervisningen i symmetriska och asymmetriska klassrum och den tänkbara betydelsen för eleverna av undervisning i en flerspråkig skola. Studien, som lyfts fram i denna artikel, har en sociokulturell teoretisk utgångspunkt med fokus på språk- och literacyundervisning och har genomförts i årskurs 5 i en skola där mer än 50 % av eleverna har ett annat modersmål än svenska. Resultatet visar att diskurs är enspråkig i symmetriska och asymmetriska klassrum förutom ett klassrum där undervisningen visar en ansats att lyfta in elevernas flerspråkiga kompetens och uppmuntra transspråkande. Slutsatsen är dock att det på den studerade skolan råder en enspråkig diskurs i en flerspråkig kontext.

Defining emergent literacy teaching characteristics and their relations to children's language and literacy outcomes

2010 ◽  
Author(s):  
Tonia N. Cristofaro ◽  
Katherine Renee Behring ◽  
Rachael Labrecque ◽  
Nina Piros ◽  
E. Imani Mitchell
Keyword(s):  
Emergent Literacy ◽  
Language And Literacy ◽  
Literacy Teaching ◽  
Literacy Outcomes ◽  
Teaching Characteristics

WITH LITERACY AND JUSTICE FOR ALL: RETHINKING THE SOCIAL IN LANGUAGE AND EDUCATION. (2nd ed.).Carole Edelsky. London: Taylor & Francis, 1996. Pp. xxv + 242. £39.00 cloth, £13.95 paper.

1998 ◽  
Vol 20 (3) ◽  
pp. 444-444
Author(s):  
Helena Halmari
Keyword(s):  
Language Ideology ◽  
Whole Language ◽  
Original Work ◽  
Holistic Approach ◽  
Language And Literacy ◽  
Strong Argument ◽  
Second Languages ◽  
Literacy Teaching ◽  
The Social ◽  
Language And Education

Edelsky's With Literacy and Justice for All (2nd ed., original work published 1991) is a strong argument for a holistic approach to language and literacy teaching. Although this “theory-in-practice” is primarily intended for L1 literacy teaching, Edelsky makes clear connections to its applicability in L2 classrooms as well. Writing and second languages are language; therefore, they can and should be acquired as children acquire their L1s: in meaningful situations of use. The premise, however, is that the teacher genuinely believes in the Whole Language ideology, which entails equality and empowerment of all students.

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