Second Language Literacy Practices and Language Learning Outside the ClassroomMihoInabaBlue Ridge Summit, PA: Multilingual Matters. (2018). https://doi.org/10.21832/INABA2104

2019 ◽  
Vol 29 (3) ◽  
pp. 373-374
Author(s):  
Nguyen Dao
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Literacy Practices ◽  
Second Language Literacy ◽  
Language Literacy

Literacy in a Second Language

1989 ◽  
Vol 10 ◽  
pp. 145-162 ◽  
Author(s):  
William Grabe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Learning Context ◽  
Second Language Literacy ◽  
Reading And Writing ◽  
Learning Contexts ◽  
Language Literacy ◽  
Do So

As literacy has emerged to become a major issue in the 1980s, and will continue to do so in the 1990s, the only sure claim to be made is that the notion of literacy is extremely complex and fraught with generally accepted “myths,” hidden assumptions, over-generalizations, and simple all-inclusive responses to the challenges presented. This scenario is no less appropriate to the second language learning context than it is to the first language learning context. Thus, any examination of second language literacy requires discussion of both first language and second perspectives. It is naive to assume that the difficulties, complexities, contradictions, and debates in first language literacy do not apply equally to the large majority of second language learning contexts. Accordingly, second language literacy will be discussed in light of first language perspectives on literacy, reading, and writing, expanding these perspectives into second language contexts. (It should be noted that two excellent reviews of reading and writing in a second language appeared in ARAL IX (Carrell 1989a, Hudelson 1989a). This review should be seen as complementary to these two earlier articles.)

scholarly journals SECOND LANGUAGE LITERACY PRACTICES: A CASE STUDY OF A CHINESE STUDENT IN AUSTRALIA

2016 ◽  
Vol 27 (1) ◽  
pp. 101
Author(s):  
Ribut Wahyudi
Keyword(s):  
Second Language ◽  
Literacy Practices ◽  
Structured Interview ◽  
Chinese Student ◽  
Academic Preparation ◽  
Literacy Practice ◽  
Second Language Literacy ◽  
Reading And Writing ◽  
Language Literacy

This article discusses the second-language literacy practice of an ESL student in Australia. It firstly explores the literacy practices (reading and writing) exercised both in China (the subject’s home country) and in Sydney, Australia, where the subject was taking an academic preparation course prior to her master study. Secondly, this article delves into literacy practices conducted inside and outside the classroom in the same contexts. This research aims to contribute to the existing literature on literacy practices by expanding the focus of investigation beyond writing and by bringing up a specific case study, which is hardly addressed in the literature: a Chinese student in non-American education setting. Through analyzing the results of semi-structured interview, it is revealed that the participant adopted several different literacy practices in reading and writing due to different learning objectives and contexts. 

A Transformative Second-Language-Literacy Program for Migrant Students

2021 ◽  
pp. 271-286
Author(s):  
A. Selcen Bingöl
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Migrant Children ◽  
Literacy Program ◽  
Migrant Students ◽  
Second Language Literacy ◽  
Culturally Different ◽  
History Of ◽  
Language Literacy ◽  
Global World

Migration, as old as the history of mankind, brings together many challenges for both the migrants and the receiving country. Certainly, among the most affected ones are the children of migrants, who have to continue their educational lives in their new land. Language learning is the first challenge for these children as it is the key to integration; however, not all the countries that receive migration are experienced in handling the adaptation process of immigrants. What's more, migrant children are expected to write in a linguistically and culturally different writing system to be considered literate in their new educational settings. Since monolingual curricula fall short in today's global world, multilingual flexible curricula should be adopted and implemented to meet various needs of diverse migrant groups. This chapter will provide critical insights and suggestions for Syrian migrant children in the Turkish context by taking into account a successful educational second language literacy program called KOALA.

Encouraging Second Language Literacy in the Early Grades

Hispania ◽  
2000 ◽  
Vol 83 (2) ◽  
pp. 286 ◽  
Author(s):  
Nancy Hayes ◽  
Leslie Schrier
Keyword(s):  
Second Language ◽  
Second Language Literacy ◽  
Early Grades ◽  
Language Literacy
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