This book provides a detailed and comprehensive design of a new
second language literacy pedagogy and the results of implementing
this pedagogy in different contexts in order to demonstrate that it
is possible to address some long-standing second language (L2)
curriculum and literacy development challenges. The author clearly
explains the theory behind Vygotskian Sociocultural Theory of Mind
and Systemic Functional Linguistics and how they can inform
literacy pedagogy in the form of Concept-Based Language Instruction
and a Division-of-Labor Pedagogy. By presenting detailed
qualitative and quantitative analyses and results of multiple forms
of data, the author demonstrates the effectiveness of the pedagogy.
In conjunction with background on the intricate and interdependent
nature of the concepts needed for second language literacy
development, and in contrast with a cognitivist approach to reading
pedagogy and research, the author provides all the details
necessary for teachers and researchers to appreciate both the
theory and how it can be applied to their practice.
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