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Showing 1 to 15 of 83 results Save | Export
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Asher Golden, Noah; Zacher Pandya, Jessica – Language and Education, 2019
This article revisits questions on the utility of identity in literacy studies. Following a review of the range of conceptions of identity and framings of its uses, we argue that "identity-as-position" is needed as a pragmatic tool in the field of literacy studies, and grounds responsive critical literacy practices. Drawing on a…
Descriptors: Self Concept, Critical Literacy, Case Studies, Literacy Education
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Halbach, Ana; Candel Bormann, Daniel – Language and Education, 2019
Over the last decades, the term 'literacy' has extended far beyond its original reference to learning to read and write. However, few data are available about its actual application in schools across Europe. This article, which is part of a larger project, tries to identify the common trends and difficulties teachers face when dealing with…
Descriptors: Literacy Education, Elementary School Students, Spanish, Program Descriptions
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Schissel, Jamie L.; Leung, Constant; López-Gopar, Mario; Davis, James R. – Language and Education, 2018
The assessments designed for and analyzed in this study used a task-based language design template rooted in theories of language reflecting heteroglossic language practices and funds of knowledge learning theories, which were understood as transforming classroom teaching, learning, and assessment through continua of biliteracy lenses. Using a…
Descriptors: Multilingualism, Spanish, Task Analysis, Preservice Teachers
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Kim, So Jung; Cho, Hyesun – Language and Education, 2017
Despite the increasing attention paid to the importance of critical literacy in North American early childhood classrooms, critical literacy has been rarely discussed in East Asian classrooms, particularly in South Korea. The present study delineates ways in which a Korean preschool teacher interacts with her young learners during literacy…
Descriptors: Critical Literacy, Preschool Children, Preschool Teachers, Literacy Education
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Heydon, Rachel; McKee, Lori; Daly, Bridget – Language and Education, 2017
This exploratory case study integrated digital media into an intergenerational art class. Its goals were to generate knowledge of how to bring young children and elders together to expand their opportunities for meaning-making and seeing themselves in affirming ways so as to generate transferable understanding of digitally enhanced multimodal…
Descriptors: Intergenerational Programs, Art Education, Handheld Devices, Case Studies
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Holm, Lars – Language and Education, 2017
The aim of this article is to examine teachers' constructions of the literacy competence levels of multilingual students. The study is based on a Latour-inspired theoretical understanding of standardised literacy testing as a social practice, and focuses on teachers' perceptions of and practices concerning compulsory national standardised literacy…
Descriptors: Multilingualism, Literacy Education, Standardized Tests, Elementary School Students
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Sofkova Hashemi, Sylvana – Language and Education, 2017
Access to digital technology in the classroom enables the composition and organization of ideas on screen with a variety of semiotic systems of different modes and media. This study explores patterns of communication and preference of design in digital meaning-making of twelve 7-8 years old students. Meanings were shaped in complex uses and…
Descriptors: Semiotics, Elementary School Students, Information Technology, Cultural Influences
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Tanner, Marie – Language and Education, 2017
In this article, I examine the relation between literacy events and literacy practices in classroom interaction and add to ongoing discussions in the field of NLS about the transcontextual nature of literacy and how local literacy events are linked to broader literacy practices. It specifically focuses on how the link between literacy events and…
Descriptors: Literacy Education, Discourse Analysis, Teacher Student Relationship, Metacognition
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Akello, Dora Lucy; Timmerman, Greetje; Namusisi, Speranza – Language and Education, 2016
Uganda introduced the use of mother tongue as medium of instruction in primary schools in 2007. This was meant to promote interaction and participation in the learning process and improve children's proficiency in reading and writing. Drawing elements of interaction and participation from the socio-cultural theory, the child-centred pedagogy was…
Descriptors: Intervention, Literacy Education, Language Proficiency, Instructional Materials
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Lytra, Vally; Gregory, Eve; Ilankuberan, Arani – Language and Education, 2016
In this article, we examine a faith teacher's reflections on faith literacy teaching and learning and how they shaped his pedagogy in the context of Hindu/Saiva religious instruction classes for students of Sri Lankan Tamil heritage. The data are part of a larger multi-site three-year team ethnography of children's faith literacy learning in…
Descriptors: Religious Education, Religion, Religious Cultural Groups, Participant Observation
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Opoku-Amankwa, Kwasi; Edu-Buandoh, Dora F.; Brew-Hammond, Aba – Language and Education, 2015
One often cited challenge to effective mother tongue-based bilingual education (MTBE) in multilingual countries like Ghana is the difficulty of developing curriculum and instructional materials in many languages. To explain this situation, factors such as shortage of writers and teachers in the local languages, lack of interest on the part of…
Descriptors: Bilingual Education, Misconceptions, Educational Policy, Foreign Countries
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White, Peter R. R.; Mammone, Giuseppe; Caldwell, David – Language and Education, 2015
This chapter addresses the issue of pedagogy and bilingual/multilingual education: how best to match teaching-and-learning approaches to the literacy development needs of students in multilingual educational settings. More specifically, it makes the case for what is known as the "Sydney school" genre-based literacy development approach.…
Descriptors: Foreign Countries, Language Styles, Second Language Learning, Multilingualism
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Gynne, Annaliina; Bagga-Gupta, Sangeeta – Language and Education, 2015
The study presented in this paper focuses on young people's languaging, or ways-with-being-with-words, including literacies, in everyday practices that stretch across formal and informal learning spaces. Taking sociocultural and ethnographic points of departure, the aim of the study is to investigate aspects of young people's situated and…
Descriptors: Ethnography, Sociocultural Patterns, Multiple Literacies, Academic Discourse
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Aalto, Eija; Tarnanen, Mirja – Language and Education, 2015
The article examines student teachers' pedagogical language knowledge. The analysis is based on data from an applied task in which Finnish student teachers (n = 221) of 16 school subjects assessed second language (SL) learners' writing skills. First, we briefly discuss subject teachers' role in language and literacy teaching in the multilingual…
Descriptors: Student Teachers, Second Language Learning, Second Language Instruction, Multilingualism
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Bialostok, Steven Mitchell – Language and Education, 2014
Bridging home literacy practices and school has been a key theme for many New Literacy Studies researchers, yet there is no clear consensus on the impact of multiple or new literacies in K-12 classrooms. American classrooms remain book-centric. Multiple literacies represent a fundamental paradigm shift in the ways we understand and enact literacy…
Descriptors: Literacy, Interviews, Moral Values, Figurative Language
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