Language and Publics in a Global Digital World. What Is Linguistic Citizenship in the 21st Century?

"In this article, I discuss language from a linguistic anthropological perspective, where the existence of standardised languages is understood as an outcome of socio-political discourses in the age of nationalism, in which the technologies of print literacy enabled national public spaces – and with it, national language standards – to emerge. What happens to language standards and public spaces in the era of digital technologies and transnational interaction? I introduce some examples and develop ideas on language policing in settings where monolingual national ideals exist besides other emerging linguistic authorities. Keywords: languages, nationalism, public spaces, standardization, late modernity "

Longitudinally adaptive assessment and instruction increase numerical skills of preschool children

Social inequality in mathematical skill is apparent at kindergarten entry and persists during elementary school. To level the playing field, we trained teachers to assess children’s numerical and spatial skills every 10 wk. Each assessment provided teachers with information about a child’s growth trajectory on each skill, information designed to help them evaluate their students' progress, reflect on past instruction, and strategize for the next phase of instruction. A key constraint is that teachers have limited time to assess individual students. To maximize the information provided by an assessment, we adapted the difficulty of each assessment based on each child’s age and accumulated evidence about the child’s skills. Children in classrooms of 24 trained teachers scored 0.29 SD higher on numerical skills at posttest than children in 25 randomly assigned control classrooms (P= 0.005). We observed no effect on spatial skills. The intervention also positively influenced children’s verbal comprehension skills (0.28 SD higher at posttest,P< 0.001), but did not affect their print-literacy skills. We consider the potential contribution of this approach, in combination with similar regimes of assessment and instruction in elementary schools, to the reduction of social inequality in numerical skill and discuss possible explanations for the absence of an effect on spatial skills.

This Is Your Brain on Print

The human brain was not designed to encode and decode print. Writing and reading appear to have been spontaneously invented only two or three times in human history and are now an integral part of participating in the milieu. Because encoding and decoding print is not a natural skill, the human brain must deploy various mechanisms in very precise and coordinated ways to decipher linguistic meaning from it. Recruiting all the necessary mechanisms for the singular purpose of processing print requires years of practice. Adults who struggle with print literacy will have challenges utilizing social resources available to them without intervention and support. This chapter discusses the neurolinguistic processes required for print literacy, with a special emphasis on research conducted on deaf and hard-of-hearing individuals.

Bye-Bye Basal

Due to instructional limitations embedded within basal reading programs, the use of text sets offers teachers alternative instructional resources. Text sets can be utilized in all subject areas to increase exposure to a variety of digital and print literacy resources. Multimodal literacy as a form of blended learning, incorporates traditional texts with digital opportunities, allowing learners to connect, experience, and understand literacy through a plethora of engaging channels. Digital tools and digital literacy allow students to connect with current information in an engaging manner while increasing literacy skills. The end goal of incorporating digital components into text sets is to meet the academic needs of all students.

Visual Literacy for Young Language Learners

Acquiring literacy skills for the 21st century requires learners to move beyond the traditional print literacy skills and to develop strategies for effective communication in predominantly visual environments. The chapter explores how teachers of young language learners may scaffold children's development of visual literacy in Content-Based Instruction (CBI) and thus prepare them both for comprehending and producing visual images and multimodal texts. The chapter first provides a framework for understanding visual literacy and then describes pedagogical strategies language teachers may apply to promote visual literacy in a young learner classroom. Finally, it highlights the role of visual images in CBI and gives examples of classroom activities that foster simultaneous development of visual literacy and foreign/second language (L2) communication skills for young learners.

DEGRADASI PUITIKA DALAM KONTESTASI LITERASI CERITA KKN DI DESA PENARI

Cerita KKN di Desa Penari merupakan sebuah sastra siber yang populer karya Simpleman dengan genre horor. Kepopuleran tersebut tidak terlepas dari strategi puitika dan pengaruh media yang digunakan. Dalam cerita horor KKN di Desa Penari, strategi puitika akan ditinjau dari kepenuhperistiwaan cerita yang membentuk sensitivitas-konteks di dalam teks, sedangkan pengaruh media akan dilihat dari transformasi sastra siber ke sastra cetak yang berimplikasi pada konsekuensi-konsekuensi teks dalam tatanan literasi. Melalui hal tersebut, penelitian ini bertujuan menganalisis strategi puitika sebagai pembangunan eventfulness dan melihat praktik transformasi media yang berimbas pada intensitas puitika. Adapun temuan penelitian ini adalah sebagai berikut. Pertama, sebagai cerita horor, KKN di Desa Penari menawarkan beberapa strategi puitika dalam meleburkan paradigma fiksi dan fakta. Hal tersebut dicapai melalui evaluative device, berupa refleksi karakter, repetisi peristiwa, dan disnarasi yang menciptakan eventfulness sehingga terbentuk sensitivitas-konteks. Kedua, praktik transformasi media mengakibatkan perubahan bentuk teks dari nonliterasi menuju literasi. Melalui hal tersebut, cerita horor KKN di Desa Penari menerima konsekuensi berupa formalisasi bahasa karena standardisasi media. Selain itu, keterlibatan cerita horor KKN di Desa Penari ke dalam zona literasi merupakan kendali kekuasaan dari agenda kapitalisme dalam bentuk print-capitalism. Dengan demikian, dapat ditarik muara analisis bahwa cerita horor KKN di Desa Penari yang terlibat ke dalam zona literasi justru dihadapkan pada degradasi puitika. Kata Kunci: horor, literasi, puitika, transformasi media The story of KKN di Desa Penari is a popular cyber literacy by Simpleman which horror genre. It popularity can’t be separated from poetics and media that used. The story of KKN di Desa Penari's poetical strategy will be seen from eventfulness that shapes context-sensitivity on the text, at the same time, media will be seen as a transformation from cyber literacy into print-literacy that has implified the text consequences from the construction of literacy. Through that, this research aims to analyze the poetical strategy as an eventfulness development and see the practice of media transformation which has an impact on poetical intensity. The discovery of this research is as follows. First, as a horror story, KKN di Desa Penari offer a few poetical strategy to immersed fictional and factual paradigm. This was achieved through evaluative device, that is character reflection, repetition of events, and the disnarrative that creates eventfulness thus developing context-sensitivity. Second, the practice of media transformation inflict the transliteration of text from nonliteration to literacy. Through this, the horror story of KKN di Desa Penari received the consequence of formalization of language inflicted by media standardization. Moreover, the involvement the horror story of KKN di Desa Penari into the literacy zone was a power control over the capitalism agenda in the form of print-capitalism. Therefore, this analysis comes down the horror story of KKN di Desa Penari that was involved in the literacy zone was exposed to poetical degradation. Keywords: horror, literacy, poetics, media transformation