scholarly journals Pre-service Teachers’ Comparative Analyses of Teacher-/Parent- Child Talk: Making Literacy Teaching Explicit and Children’s Literacy Learning Visible

2012 ◽  
Vol 12 (1) ◽  
Author(s):  
Shirley O'Neill
Keyword(s):  
Literacy Learning ◽  
Comparative Analyses ◽  
Literacy Teaching ◽  
Children's Literacy ◽  
Parent Child

What teachers can learn from parents' perceptions of young children's literacy learning

1992 ◽  
Vol 20 (2) ◽  
pp. 19-24
Author(s):  
Stevie Hoffman ◽  
Larry Kantner
Keyword(s):  
Literacy Learning ◽  
Children's Literacy

scholarly journals Rethink about Heritage Language Learning: A Case Study of Children’s Mandarin Chinese learning at a Community Language School in Ontario, Canada

2017 ◽  
Vol 19 (1) ◽  
pp. 4 ◽  
Author(s):  
Xiaoxiao Du
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Heritage Language ◽  
Literacy Learning ◽  
Daily Basis ◽  
Knowledge Mobilization ◽  
Heritage Language Learning ◽  
Children's Literacy ◽  
And Migration

On-going knowledge mobilization and migration take place on a daily basis in the globalized world. Canada is a multilingual and multicultural country with a large number of visitors and immigrants. One in five Canadian speaks a foreign language other than English and French (Postmedia News, 2012). This case study examined six-year-old Chinese children’s heritage language learning in a community school from multiliteracies perspective using observations, interviews, and artefacts to understand children’s literacy learning. The findings indicated that Chinese children’s literacy learning was not in the traditional repetitive way but involved multimodal communication at school. Useful implications are made for heritage language educators regarding ways to support meaningful heritage language teaching and learning.  

Cohesion strategies and genre in expository prose: An analysis of the writing of children of ethnolinguistic cultural groups

Pragmatics ◽  
1995 ◽  
Vol 5 (3) ◽  
pp. 299-324
Author(s):  
Helen R. Abadiano
Keyword(s):  
Sixth Grade ◽  
Literacy Learning ◽  
The United States ◽  
Cultural Groups ◽  
Literacy Practice ◽  
Expository Prose ◽  
Children's Literacy ◽  
Classroom Literacy ◽  
Mainstream Culture

In most societies the ability to write has become a significant criterion in judging one's "success or "failure" in becoming literate. This paper focuses on the classroom literacy practice called "writing," inasmuch as learning to write in a specific kind of way is part and parcel of children's literacy learning expectations. It is based on a study which examined cohesion patterns found in expository writing samples of sixth grade urban African American, urban Appalachian, and mainstream culture children attending a middle school in a large midwestern urban school system in the United States. This paper challenges the prevailing notion that ethnicity, social class and language variation influence the quality of writing these children produce.

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 Information Literacy Teaching and Collaboration with the School Library

2021 ◽  
Author(s):  
Nathalie Mertes
Keyword(s):  
Information Literacy ◽  
Formal Education ◽  
School Library ◽  
Literacy Learning ◽  
School Librarians ◽  
Study Approach ◽  
Literacy Teaching ◽  
Student Information ◽  
Entire Faculty

What do school librarians and teachers know about each other? When two individuals with different professional backgrounds and expectations work together, knowledge of the other is required. The study that is presented in this paper contributed to librarians’ discovery of the world of teachers. A qualitative case study approach allowed to gain an in-depth understanding about teachers’ conceptions of student information literacy learning as well as teachers’ practices of information literacy teaching and collaboration with the school library in an entire faculty in a US independent high school. The study revealed that information literacy teaching in formal education is a highly complex endeavor. A major implication for practice is that school librarians need to take into account this complexity and agree with teachers on common understandings of information literacy and negotiate opportunities, objectives, and responsibilities with them for providing pedagogical interventions about information literacy.

scholarly journals Assessing Multiliteracies: Mismatches and Opportunities

2014 ◽  
Vol 16 (1) ◽  
pp. 1 ◽  
Author(s):  
Maria Jose Botelho ◽  
Julie Kerekes ◽  
Eunice Eunhee Jang ◽  
Shelley Stagg Peterson
Keyword(s):  
Knowledge Construction ◽  
Literacy Learning ◽  
Assessment Practices ◽  
Learning And Teaching ◽  
Literacy Teaching ◽  
Theoretical Approaches

While current literacy theories acknowledge the sociocultural and sociopolitical dimensions of literacy learning and teaching, that is, multiliteracies, there exists a gap between theoretical approaches underpinning literacy teaching and assessment.  In this dialogue, we re-enact this divergence by collectively defining multiliteracies and deconstructing assessment practices, while speculating on possibilities for reconstruction. Constructing this dialogue across multiple areas of expertise exemplifies multiliteracies because we use critical speaking, listening, writing, reading, and representing, to make sense of our new understandings, and showcase our knowledge construction. Our goal is to explore ways to translate the theories of multiliteracies into assessment practices that make visible children’s cognitive-psychological, psycholinguistic, sociocultural, and sociopolitical processes with all kinds of texts.

Parent-child-adult storytelling

2008 ◽  
Vol 18 (2) ◽  
pp. 230-257 ◽  
Author(s):  
Anat Stavans ◽  
Gil Goldzweig
Keyword(s):  
Picture Book ◽  
Age Groups ◽  
Adult Child ◽  
Book Reading ◽  
Children's Literacy ◽  
Parental Narrative ◽  
Narrative Forms ◽  
The Relationship ◽  
Home And School ◽  
Parent Child

Book reading appears to be a highly revered and widely practiced home and school routine within and across literate western cultures. This study examined the relationship between home practices and expected children’s production. We assumed the contribution of home literacy patterns such as storytelling to have a predictive value on the development of children’s narrative productions as one facet of children’s literacy development. To this end, we set out to investigate similarities and differences in the profile of parental narrative input and children’s narrative productions. We first looked at the structural and organizational characteristics of adult-child and child-adult narratives and the relationship between the two in terms of its narrative forms and functions. Then we analyzed the interaction during narratives to — and by- children to other adults. The participants of this study were 64 parent-child dyads recruited into three age groups. Parents were asked to tell their child a picture-book story and the children were asked to tell the same story to an adult experimenter. The stories were recorded and transcribed. The data were coded into structural and interactive categories and analyzed between parent and children productions and across the three age groups. The results showed a complex relationship between parental narrative input and child-adult output. While parental narrative input resembles child narrative input, this resemblance grows stronger as the child gets older. Yet the differences between parental and child narrative input may be motivated by the child’s linguistic, narrative and social development.

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