The Complex Relationship Between Home and School Literacy: A Blurred Boundary Between Formal and Informal English Literacy Practices of Greek Teenagers

2017 ◽  
Vol 52 (2) ◽  
pp. 331-359 ◽  
Author(s):  
Anastasia Rothoni
Keyword(s):  
Literacy Practices ◽  
Complex Relationship ◽  
English Literacy ◽  
Home And School

scholarly journals Home and school literacy practices in Africa: listening to inner voices

2010 ◽  
Vol 24 (4) ◽  
pp. 295-307 ◽  
Author(s):  
Jacob Marriote Ngwaru ◽  
Kwasi Opoku-Amankwa
Keyword(s):  
Literacy Practices ◽  
Home And School ◽  
Inner Voices

A Comprehensive Call Solution for Writing in the Disciplines

2019 ◽  
pp. 108-132
Author(s):  
Dennis Foung ◽  
Dureshahwar Shari Lughmani
Keyword(s):  
Hong Kong ◽  
Literacy Practices ◽  
Literacy Skills ◽  
Language Teachers ◽  
Online Support ◽  
Writing In The Disciplines ◽  
Call System ◽  
English Literacy ◽  
University City ◽  
The University

This chapter describes the planning, implementation, and evaluation of a CALL support system for a university literacy project funded by the University Grants Committee in Hong Kong. The project, Supporting and Developing Students' English Literacy Practices in the Disciplines, was a collaboration among three universities: The Hong Kong Polytechnic University, City University of Hong Kong, and Hong Kong Baptist University. The chapter first describes collaboration between discipline teachers and language teachers to identify appropriate genre-based online support for students followed by details of the comprehensive needs analysis. Most importantly, the chapter focuses on how this CALL system was designed and developed to meet the needs of different stakeholders including the manner in which the comprehensive, flexible, and dynamic design helps non-traditional and independent tertiary level learners develop literacy skills for their content courses. The chapter concludes by providing details of an evaluation of the CALL system conducted with various stakeholders.

scholarly journals Building communities: Teachers researching literacy lives

2012 ◽  
Vol 15 (2) ◽  
pp. 101-115 ◽  
Author(s):  
Teresa Cremin ◽  
Marilyn Mottram ◽  
Fiona Collins ◽  
Sacha Powell ◽  
Rose Drury
Keyword(s):  
Collaborative Research ◽  
Literacy Practices ◽  
Funds Of Knowledge ◽  
Primary Teachers ◽  
Children And Families ◽  
Research Partnerships ◽  
Teachers Perceptions ◽  
Time Space ◽  
Wide Range ◽  
Home And School

In the light of wide recognition that the traffic between home and school is traditionally one-way, this article reports on a deliberately counter-cultural project that involved teachers in researching children’s everyday literacy practices and ‘funds of knowledge’ (González, Moll, & Amanti, 2005) over a year. Eighteen primary teachers from 10 schools in five local authorities in England were involved; this article focuses on two of the practitioners’ experiences. Drawing on a wide range of data, it is argued that the project challenged teachers’ perceptions and beliefs about children and families, prompting dispositional shifts and new understandings of difference and diversity. However, creating responsive curricula that connected to the lived social realities of the children represented a considerable professional challenge. The article highlights the affordances of collaborative research partnerships, and argues that considerable time, space and support is needed in order for teachers to appreciate and understand children’s and families’ funds of knowledge and blur the boundaries between home and school.

scholarly journals Home and school literacy practices of children attending Malayalam classes in Singapore

2020 ◽  
Vol 30 (2) ◽  
pp. 121-140
Author(s):  
Suvita Thanagopalasamy ◽  
Anitha Devi Pillai
Keyword(s):  
Literacy Practices ◽  
Home And School

scholarly journals Investigating Literacy Practices in a University EFL Context from Multiliteracies and Multimodal Perspective: A Case Study

2018 ◽  
Vol 9 (6) ◽  
pp. 192 ◽  
Author(s):  
Salim Nabhan ◽  
Rahmad Hidayat
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
English Language ◽  
Literacy Practices ◽  
Group Discussion ◽  
Literacy Skills ◽  
Multimodal Texts ◽  
Reading And Writing ◽  
Writing Practices ◽  
English Literacy

This study attempts to investigate the literacy practices of EFL teaching and learning in higher education level from multiliteracies and multimodal perspective. Mixed methods were used: questionaires to the students, interviews with both teachers and students, focus group discussion with students, observation, and documents. The study was focused on the English reading and writing classroom activities. The results of the study revealed that most participating students frequently utilized on screen text and digital devices instead of printed paper in their reading and writing activities. In addition, despite the fact that teachers still used print-based literacy, they supported the adoption of digital and multimodal literacy in their teaching. The findings also indicated that there was mostly misconception of English literacy skills limited to the only targeted skills of English language, and yet the nature of reading and writing practices has developed towards incorportion of printed based texts with multimodal texts. Nevertheless, some challenges occured in integrating multimodality into practices including curriculum design and different learners’ qualification. Findings collected from the this study might have implications for the curriculum development within the framework of multiliteracies and multimodality in the contemporary teaching and learning English language particularly in response to the emergence of technology.

Connecting Home and School Literacy Practices in Classrooms with Diverse Populations

1997 ◽  
Vol 29 (2) ◽  
pp. 145-182 ◽  
Author(s):  
Sarah J. Mccarthey
Keyword(s):  
Middle Class ◽  
Literacy Practices ◽  
Home Literacy ◽  
European American ◽  
Literacy Experiences ◽  
American Students ◽  
Diverse Backgrounds ◽  
Treat All ◽  
Home Literacy Activities ◽  
Home And School

I present the cases of 5 students from diverse backgrounds and conclude that home and school are more connected for some students than for others. Home and school were tightly connected for middle-class European-American students who read at home and school, shared their writing with the class, and brought items from home to show peers. In contrast, students from non-mainstream backgrounds participated in home literacy activities that did not match school experiences. These students were more reticent in the classroom, did not share items from home, and experienced home and school as separate. In the analysis, books, tasks, and participation structures contributed to some students making stronger connections than others. Teachers having more information about some students than others; their own middle-class European-American backgrounds and the need to treat all students “equally”; and their assumptions that students could make the connections between home and school on their own contributed to the curriculum being more congruent with middle-class, home literacy experiences than working-class experiences. Although I suggest that learning about students' cultures and backgrounds is essential, I delineate some of the challenges that accompany learning about students.

scholarly journals Comparison of Shared Reading versus Emergent Reading: How the Two Provide Distinct Opportunities for Early Literacy

2013 ◽  
Vol 2013 ◽  
pp. 1-10 ◽  
Author(s):  
Stephanie M. Curenton ◽  
Symonne Kennedy
Keyword(s):  
Early Literacy ◽  
Literacy Practices ◽  
Standardized Test ◽  
Early Reading ◽  
Shared Reading ◽  
Emergent Reading ◽  
Literacy Assessments ◽  
Mothers And Children ◽  
Language Input ◽  
Home And School

This study examined mother-child interactions across two types of reading interactions—shared reading versus emergent reading—in order to determine (a) if mothers and children provide the same amount of language input across the two interactions, (b) if the socioemotional quality is consistent across the interactions, and (c) if the language input and socioemotional quality across the two interactions are differentially associated with children’s scores on early literacy assessments. Twenty-five mother-child dyads participated in both interactions. Children were given a standardized test of early reading and an emergent reading score based on a rubric designed particularly for the book they were reading. Results indicated that during the shared reading mothers provided more language input (i.e., they talked more), but children increased their amount of talk during the emergent reading, making such input effects null. Overall, socioemotional quality was consistent across the two interactions, except mothers provide more literacy feedback during shared reading. Both language input and socioemotional quality were associated with higher scores on early literacy assessments, but the contribution of these factors varied depending across the type of reading interaction. Results are discussed in terms of education implications for literacy practices at home and school.

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