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Books > Language & Literature > Language & linguistics > Literacy
"Negotiating Academic Literacies: Teaching and Learning Across
Languages and Cultures" is a cross-over volume in the literature
between first and second language/literacy. This anthology of
articles brings together different voices from a range of
publications and fields and unites them in pursuit of an
understanding of how academic ways of knowing are acquired. The
editors preface the collection of readings with a conceptual
framework that reconsiders the current debate about the nature of
academic literacies. In this volume, the term "academic literacies"
denotes multiple approaches to knowledge, including reading and
writing critically.
This edited volume grew out of a conference that brought together
beginning reading experts from the fields of education and the
psychology of reading and reading disabilities so that they could
present and discuss their research findings and theories about how
children learn to read words, instructional contexts that
facilitate this learning, background experiences prior to formal
schooling that contribute, and sources of difficulty in disabled
readers. The chapters bring a variety of perspectives to bear on a
single cluster of problems involving the acquisition of word
reading ability. It is the editors' keen hope that the insights and
findings of the research reported here will influence and become
incorporated into the development of practicable, classroom-based
instructional programs that succeed in improving children's ability
to become skilled readers. Furthermore, they hope that these
insights and findings will become incorporated into the working
knowledge that teachers apply when they teach their students to
read, and into further research on reading acquisition.
This pioneering work examines changes in the life and values of the English working class in response to mass media. First published in 1957, it mapped out a new methodology in cultural studies based around interdisciplinarity and a concern with how texts-in this case, mass publications-are stitched into the patterns of lived experience. Mixing personal memoir with social history and cultural critique, The Uses of Literacy anticipates recent interest in modes of cultural analysis that refuse to hide the author behind the mask of objective social scientific technique. In its method and in its rich accumulation of the detail of working-class life, this volume remains useful and absorbing. Hoggart's analysis achieves much of its power through a careful delineation of the complexities of working-class attitudes and its sensitivity to the physical and environmental facts of working-class life. The people he portrays are neither the sentimentalized victims of a culture of deference nor neo-fascist hooligans. Hoggart sees beyond habits to what habits stand for and sees through statements to what the statements really mean. He thus detects the differing pressures of emotion behind idiomatic phrases and ritualistic observances. Through close observation and an emotional empathy deriving, in part, from his own working-class background, Hoggart defines a fairly homogeneous and representative group of working-class people. Against this background may be seen how the various appeals of mass publications and other artifacts of popular culture connect with traditional and commonly accepted attitudes, how they are altering those attitudes, and how they are meeting resistance. Hoggart argues that the appeals made by mass publicists-more insistent, effective, and pervasive than in the past-are moving toward the creation of an undifferentiated mass culture and that the remnants of an authentic urban culture are being destroyed. In his introduction to this new edition, Andrew Goodwin, professor of broadcast communications arts at San Francisco State University, defines Hoggart's place among contending schools of English cultural criticism and points out the prescience of his analysis for developments in England over the past thirty years. He notes as well the fruitful links to be made between Hoggart's method and findings and aspects of popular culture in the United States.
This distinctive cross-linguistic examination of spelling examines the cognitive processes that underlie spelling and the process of learning how to spell. The chapters report and summarize recent research in English, German, Hebrew, and French. Framing the specific research on spelling are chapters that place spelling in braod theoretical perspectives provided by cognitive neuroscience, psycholinguistic, and writing system-linguistic frameworks. Of special interest is the focus on two major interrelated issues: how spelling is acquired and the relationship between reading and spelling. An important dimension of the book is the interweaving of these basic questions about the nature of spelling with practical questions about how children learn to spell in classrooms. A motivating factor in this work was to demonstrate that spelling research has become a central challenging topic in the study of cognitive processes, rather than an isolated skill learned in school. It thus brings together schooling and learning issues with modern cognitive research in a unique way. testing, children writing strings of letters as a teacher pronounces words ever so clearly. In parts of the United States it can also bring an image of specialized wizardry and school room competition, the "spelling bee." And for countless adults who confess with self-deprecation to being "terrible spellers," it is a reminder of a mysterious but minor affliction that the fates have visited on them. Beneath these popular images, spelling is a human literacy ability that reflects language and nonlanguage cognitive processes. This collection of papers presents a sample of contemporary research across different languages that addresses this ability. To understand spelling as an interesting scientific problem, there are several important perspectives. First, spelling is the use of conventionalized writing systems that encode languages. A second asks how children learn to spell. Finally, from a literacy point of view, another asks the extent to which spelling and reading are related. In collecting some of the interesting research on spelling, the editors have adopted each of these perspectives. Many of the papers themselves reflect more than one perspective, and the reader will find important observations about orthographies, the relationship between spelling and reading, and issues of learning and teaching throughout the collection.
The chapters in this volume are based on presentations made at a
recent conference on cognitive and linguistic foundations of
reading acquisition. The researchers who participated have all made
contributions to the theoretical and empirical understanding of how
children learn to read. They were asked to address not only what
they have learned from their research, but also to discuss unsolved
problems. This dialogue prompted numerous questions of both a
theoretical and applied nature, generated heated debate, and fueled
optimism about the important gains that have been made in the
scientific understanding of the reading process, especially of the
critical role played by phonological abilities.
Presents research into the differences in boy's and girl's experiences of the reading and writing curriculum at home and in school. The book is presented in three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author's findings. In discussing the outcome of her research, the author aims to highlight further areas for more detailed study and makes recommendations for the development of literacy policies, which cross curriculum boundaries in schools.
Presents research into the differences in boy's and girl's experiences of the reading and writing curriculum at home and in school. The book is presented in three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author's findings. In discussing the outcome of her research, the author aims to highlight further areas for more detailed study and makes recommendations for the development of literacy policies, which cross curriculum boundaries in schools.
This volume offers concrete answers to the question of how we can
use imagery to enrich the teaching of reading and writing. The
chapters are organized according to two guiding principles. First,
each addresses specific aspects of the inextricable integration of
imagery and language in the teaching of reading and writing.
Imagery is not privileged over language; the fusion of the two is
emphasized. Second, each focuses on a particular kind of
imagery--mental, graphic, or verbal--describing teaching/learning
strategies based on the deployment of that kind of imagery in the
classroom.
In an original and wide-ranging study, Rhian Jones documents the unique contribution which picturebooks and stories make to the development of the infant mind between the ages of nine months and two years, using video recorded data to chart the children's progress. She then analyzes the connection between these very early behaviors and subsequent achievements in literacy. The work integrates research from a number of disciplines: linguistics, psychology, literary theory, and anthropology, to draw out the different levels at which book-based interactions may be seen to be "working."
This text is concerned with contemporary attitudes and approaches to the teaching of literacy, children's literature and other non-book texts and media. Based on research from the UK, the USA and Europe it makes a contribution to theory and practice.
This book undertakes a general framework within which to consider the complex nature of the writing task in English, both as a first, and as a second language. The volume explores varieties of writing, different purposes for learning to write extended text, and cross-cultural variation among second-language writers. The volume overviews textlinguistic research, explores process approaches to writing, discusses writing for professional purposes, and contrastive rhetoric. It proposes a model for text construction as well as a framework for a more general theory of writing. Later chapters, organised around seventy-five themes for writing instruction are devoted to the teaching of writing at the beginning, intermediate, and advanced levels. Writing assessment and other means for responding to writing are also discussed. William Grabe and Robert Kaplan summarise various theoretical strands that have been recently explored by applied linguists and other writing researchers, and draw these strands together into a coherent overview of the nature of written text. Finally they suggest methods for the teaching of writing consistent with the nature, processes and social context of writing.
This text is concerned with contemporary attitudes and approaches to the teaching of literacy, children's literature and other non-book texts and media. Based on research from the UK, the USA and Europe it makes a contribution to theory and practice.
Making important links between poststructuralism, feminism and linguistics, this text explores the relationship between school writing and student learning. It shows how critical linguistics and feminist theory can be used to study power and disciplinary relations in the classroom.
This open access book is a unique study of the impact of lived experience on literate life, exploring how children's reading development is affected by their home setting, and how this sense of place influences textual interpretation of the books they read. Based on qualitative research and structured around interviews with twelve participants, Space, Place and Children's Reading Development focuses on the digital maps and artistic renderings these readers were asked to create of a place (real or imagined) that they felt reflected their literate youth, and the discussions that followed about these maps and their evolution as readers. Analysing the participant's responses, Margaret Mackey looks at the rich insights offered about the impact on childhood stability after experiences such as migration; the "reading spaces" children make based on their social relationships and domestic spheres; the creation of "textual spaces" and the significance of the recurring motif of forests in the participants' maps; the importance of the Harry Potter novels; the basis of life-long reading habits; psychological spaces and whether readers visualize when they read. Blending theoretical perspectives on reading from many disciplines with the personal experiences of readers of diverse nationalities, languages, disciplinary interests, and life experiences, this is an enlightening account of the behaviors of readers, reading histories, and place-based reader responses to literature. By building greater understanding about the broad and subtle processes that enable people to read, this study refines the kind of questions we ask about reading and moves towards developing a multidisciplinary language for the study and discussion of reading practices in contemporary times. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 license on bloomsburycollections.com. Open access was funded by the Social Sciences and Humanities Research Council of Canada.
Today's children spend more time than ever before watching
television, playing computer games and reading comic and pulp
fiction. Many of these are directly designed by the toy and media
industry. Are children therefore simply being manipulated?
This book focuses on a critical period for pupils between the ages of nine and 13 when the demands made on children's literacy change fundamentally, and when children establish life-time patterns of reading and non-reading. At this stage it is crucially important that literacy is viewed as a central part of the curriculum, but many schools find it difficult to manage and support literacy teaching across a range of subjects.;Based on the authors' five-year research project, the book looks in particular at the progression from primary to secondary school, and how teachers can work together to help children cope with the curriculum across the subject boundaries. It provides a framework for teachers and managers to help set up a whole-school approach to literacy, based on a series of steps which enable managers to find out how literacy is perceived by teachers and effectively used within classroom contexts.;Practical guidance on how schools can help pupils who have literacy difficulties, on methods of assessment and reporting, and on how outside agencies can be involved should be particularly helpful to teachers and heads of department.
"Stories from the Heart" is for, by, and about prospective and
practicing teachers understanding themselves as curious and
literate beings, making connections with colleagues, and
researching their own literacy and the literacy lives of their
students. It demonstrates the power and importance of story in our
own lives as literate individuals. Readers are encouraged to: tell,
write, or re-create the stories of their literacy lives in order to
understand how they learn and teach; begin the journey into writing
the stories of others' literacy lives; find support in their
researching endeavors; and examine the idea of framing stories by
using the work of other teachers and researchers.
Over the past three decades, our conceptualizations of literacy and what it means to be literate have expanded to include recognition that there is a qualitative difference in how we communicate through modalities such as the visual, audio, spatial, and linguistic and that different modes are combined in complex ways to make meaning. The field of multimodality is concerned with how human beings use different modes of communication to represent or make meaning in the world. Despite the rapid growth of international research in this area, accounts of a broader range of global sites, particularly economically under-resourced and culturally diverse contexts such as Sub-Saharan Africa, remain under-researched and under-represented in the literature. This book contextualizes a range of literacies including health literacies, community literacies, family literacies, and multilingual literacies within broader modes of communication, most specifically play and the visual. The claim is that powerful pedagogies, methodologies and theories can be constructed by taking a more detailed look at multimodal meaning-making in diverse contexts. By describing and analyzing multimodal practices and texts across a diverse range of contexts, the book highlights different constructs, issues and emerging questions dealing with the study of literacies and multimodality.
The goal of this text is to help teachers in diverse classrooms understand the importance of students' culture, languages, and schooling experiences to curriculum, assessment, and student achievement. Readers will learn about aspects of specific cultures and languages that are important to their understanding of their students, and they will discover that cultures that are often considered similar may not be so (and why they aren't). Finally, the text focuses on how teachers can integrate languages and cultures into classrooms and how to account for students' backgrounds and funds of knowledge when devising tasks. The text starts with an introduction to language and culture that presents a research?based explanation of why these concepts are important for teachers to understand (Chapter 1). Then, the middle 28 chapters each address one country/culture. Each chapter starts with a school scenario in the US. Part 2 of each chapter includes evidence?based demographic and background data on the country, including historical events that may have an impact on our students and their families. Part 3 includes a look at education, schooling, and culture, including famous people, contributions to the world, personal characteristics, important religious information, focal customs, and other aspects that are important to cultural insiders. Part 4 is about language and literacy traditions and how they relate to the culture, a number of words that teachers can learn (e.g., yes, no, thank you, please, hello), how the language is different from and similar to English, and what those differences and similarities might mean for English language learners from that culture. Part 5 comprises advice, resources, and ideas for teachers (for example, if it is an oral culture, the teacher might consider working with students on oral storytelling before transitioning to written stories, or incorporate both using technology). Each chapter also contains recommended readings and resources and short exercises that extend the chapter information. The final chapter presents parting notes for teachers and additional suggestions for addressing diversity.
Academic and practitioner journals in fields from electronics to
business to language studies, as well as the popular press, have
for over a decade been proclaiming the arrival of the "computer
revolution" and making far-reaching claims about the impact of
computers on modern western culture. Implicit in many arguments
about the revolutionary power of computers is the assumption that
communication, language, and words are intimately tied to culture
-- that the computer's transformation of communication means a
transformation, a revolutionizing, of culture.
This book comprises a synthesis of current directions in reading
research, theory, and practice unified by what has been referred to
as the engagement perspective of reading. This perspective guides
the research agenda of the National Reading Research Center (NRRC),
a consortium of the University of Georgia, University of Maryland,
and affiliated scholars. A major goal of the book is to introduce
reading researchers to the engagement perspective as defined by the
NRRC and to illustrate its potential to integrate the cognitive,
social, and motivational dimensions of reading and reading
instruction. Engaged readers are viewed as motivated, strategic,
knowledgeable, and socially interactive. They read widely for a
variety of purposes and capitalize on situations having potential
to extend literacy.
This volume was designed to identify the current limits of progress
in the psychology of reading and language processing in an
information processing framework. Leaders in their fields of
interest, the chapter authors couple current theoretical analyses
with new, formally presented experiments. The research --
cutting-edge and sometimes controversial -- reflects the prevailing
analysis that language comprehension results in numerous levels of
representation, including surface features, lexical properties,
linguistic structures, and idea networks underlying a message as
well as the situations to which a message refers. As a group, the
chapters highlight the impact that input modality -- auditory or
written -- has on comprehension. Finally, the studies also capture
the evolution of new topic matter and ongoing debates concerning
the competing paradigms, global proposals, and methods that form
the foundation of the enterprise.
This volume presents a representative cross-section of the more
than 200 papers presented at the 1994 conference of the Rhetoric
Society of America. The contributors reflect multi- and
inter-disciplinary perspectives -- English, speech communication,
philosophy, rhetoric, composition studies, comparative literature,
and film and media studies. Exploring the historical relationships
and changing relationships between rhetoric, cultural studies, and
literacy in the United States, this text seeks answers to such
questions as what constitutes "literacy" in a post-modern,
high-tech, multi-cultural society?
This volume constitutes a unique contribution to the literature on
literacy and culture in several respects. It links together aspects
of social variation that have not often been thus juxtaposed:
ethnicity/nationality, gender, and participant role relations. The
unifying theme of this collection of papers is that all of these
factors are aspects of writers' identities -- identities which are
simultaneously expressed and constructed in text. |
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