Pub Date : 2022-12-02DOI: 10.20360/langandlit29585
Stig-Börje Asplund, I. Goodson
This article explores the intersection of place-based reading practices of rural working-class males and reading practices in school. Life story interviews have been conducted with six men in different ages (age 19-63) living in a rural region in Sweden, focusing on their reflections on their own relation to reading across a life span from the standpoint of the present. The analysis shows that there is a unique combination of factors at work when rural working-class men culturally re-appropriate written culture in ways that are sympathetic, and socially acceptable to a manual working-class culture. These factors include the processes of oralising and manualising and are often related to things learned in specific ancestral heartlands.
{"title":"Rural Working-Class Males in Sweden and Reading: Processes for Re-appropriating Written Culture","authors":"Stig-Börje Asplund, I. Goodson","doi":"10.20360/langandlit29585","DOIUrl":"https://doi.org/10.20360/langandlit29585","url":null,"abstract":"This article explores the intersection of place-based reading practices of rural working-class males and reading practices in school. Life story interviews have been conducted with six men in different ages (age 19-63) living in a rural region in Sweden, focusing on their reflections on their own relation to reading across a life span from the standpoint of the present. The analysis shows that there is a unique combination of factors at work when rural working-class men culturally re-appropriate written culture in ways that are sympathetic, and socially acceptable to a manual working-class culture. These factors include the processes of oralising and manualising and are often related to things learned in specific ancestral heartlands.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74011089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-02DOI: 10.20360/langandlit29564
Hye-kyung Song
This study explores six university-aged 1.5 and second generation Korean Canadians’ varied heritage language (HL) learning experiences and the factors that encourage and discourage HL learning in Canada. Drawing on sociocultural perspectives (Duff, 2007, 2019; Norton, 2013), this multiple-case study reveals the core HL learning domains of home, friends at school and ethnic communities, Korean media, and university classes and various familial, sociocultural, and transnational factors. The participants’ HL learning trajectories fluctuated depending on life environments, accessibility to HL learning, and their identities and different responses to social factors. This study also underscores the importance of educational inclusivity of HLs.
{"title":"Heritage Language Learning Trajectories and Multiple Influencing Factors: A Multiple-Case Study of University-Aged Korean Canadians","authors":"Hye-kyung Song","doi":"10.20360/langandlit29564","DOIUrl":"https://doi.org/10.20360/langandlit29564","url":null,"abstract":"This study explores six university-aged 1.5 and second generation Korean Canadians’ varied heritage language (HL) learning experiences and the factors that encourage and discourage HL learning in Canada. Drawing on sociocultural perspectives (Duff, 2007, 2019; Norton, 2013), this multiple-case study reveals the core HL learning domains of home, friends at school and ethnic communities, Korean media, and university classes and various familial, sociocultural, and transnational factors. The participants’ HL learning trajectories fluctuated depending on life environments, accessibility to HL learning, and their identities and different responses to social factors. This study also underscores the importance of educational inclusivity of HLs. ","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78652516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-02DOI: 10.20360/langandlit29586
V. Thomas, Geneviève Carpentier
Les tuteurs des centres d’aide en français apportent du soutien en écriture aux cégépiens éprouvant des difficultés. Pour mieux comprendre comment ces tuteurs se représentent le tutorat et leur rôle, nous avons sondé par questionnaire 116 tuteurs de 12 cégeps. Des analyses descriptives ont fait émerger des questions à approfondir lors d’entrevues semi-dirigées menées auprès de six tuteurs. Les analyses des données quantitatives et qualitatives ont révélé que les tuteurs se voient comme des apprenants qui offrent surtout du soutien scolaire et motivationnel. La posture de tuteur-apprenant qu’ils adoptent influence leur rapport au tutoré et le soutien qu’ils leur offrent.
{"title":"Les représentations des tuteurs des centres d’aide en français des cégeps","authors":"V. Thomas, Geneviève Carpentier","doi":"10.20360/langandlit29586","DOIUrl":"https://doi.org/10.20360/langandlit29586","url":null,"abstract":"Les tuteurs des centres d’aide en français apportent du soutien en écriture aux cégépiens éprouvant des difficultés. Pour mieux comprendre comment ces tuteurs se représentent le tutorat et leur rôle, nous avons sondé par questionnaire 116 tuteurs de 12 cégeps. Des analyses descriptives ont fait émerger des questions à approfondir lors d’entrevues semi-dirigées menées auprès de six tuteurs. Les analyses des données quantitatives et qualitatives ont révélé que les tuteurs se voient comme des apprenants qui offrent surtout du soutien scolaire et motivationnel. La posture de tuteur-apprenant qu’ils adoptent influence leur rapport au tutoré et le soutien qu’ils leur offrent.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91341634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.20360/langandlit29606
J. Kaya, Roswita Dressler, Kimberly Lenters
Critical literacy is a pedagogy that serves to mediate social justice issues and educate for transformative social action. We present a systematic review of how critical literacy has been incorporated in Canada’s provincial/territorial curriculum documents since the late 1990s and integrated in K-12 classrooms in the last decade. Our analysis shows that critical literacy has been addressed with varying degrees of explicitness in curricula, and there is an imbalance of studies on critical literacies among provinces and territories. We discuss implications and encourage stakeholders in education to explicitly embed critical literacy into curricula and promote critical literacy practices in the classroom.
{"title":"Critical Literacy in Canada: A Systematic Review of Curricula and Literature","authors":"J. Kaya, Roswita Dressler, Kimberly Lenters","doi":"10.20360/langandlit29606","DOIUrl":"https://doi.org/10.20360/langandlit29606","url":null,"abstract":"Critical literacy is a pedagogy that serves to mediate social justice issues and educate for transformative social action. We present a systematic review of how critical literacy has been incorporated in Canada’s provincial/territorial curriculum documents since the late 1990s and integrated in K-12 classrooms in the last decade. Our analysis shows that critical literacy has been addressed with varying degrees of explicitness in curricula, and there is an imbalance of studies on critical literacies among provinces and territories. We discuss implications and encourage stakeholders in education to explicitly embed critical literacy into curricula and promote critical literacy practices in the classroom.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85060925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.20360/langandlit29576
Lauren Eutsler, Araceli Perez
Overwhelming instructional technology options leave teachers searching for efficient approaches to foster differentiated instruction. This study examined an iterative, design-based research approach of one teacher’s 10-week digital literacy and language-guided small-group instructional intervention with second-grade unidentified language learners. Students explored 15 language and literacy apps, engaged in personalized reading experiences, and created authentic artifacts reflective of their culture. Findings led to the Culturally Relevant Model for Digital Language and Literacy Instruction, a roadmap for teachers and teacher educators to plan tailored instruction to better meet the needs of identified and unidentified students’ language and literacy skills.
{"title":"Culturally Relevant Model for Digital Language and Literacy Instruction","authors":"Lauren Eutsler, Araceli Perez","doi":"10.20360/langandlit29576","DOIUrl":"https://doi.org/10.20360/langandlit29576","url":null,"abstract":"Overwhelming instructional technology options leave teachers searching for efficient approaches to foster differentiated instruction. This study examined an iterative, design-based research approach of one teacher’s 10-week digital literacy and language-guided small-group instructional intervention with second-grade unidentified language learners. Students explored 15 language and literacy apps, engaged in personalized reading experiences, and created authentic artifacts reflective of their culture. Findings led to the Culturally Relevant Model for Digital Language and Literacy Instruction, a roadmap for teachers and teacher educators to plan tailored instruction to better meet the needs of identified and unidentified students’ language and literacy skills.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83713310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.20360/langandlit29603
Mary Ott, Jenny Kassen, Kathryn Hibbert
Collaboration is one of the defining features of work and learning in the 21st century. Yet despite the proliferation of Google apps and devices for collaboration across North American school systems, the scope of research on student collaboration using Google technologies in elementary school settings is limited. This paper presents findings from two cases in grade five classrooms where teachers were experimenting with using Google Docs and Chromebooks in their literacy programs. Drawing on a conceptual framework of sociomaterial, complexity, and affect theories, the study offers insights for teachers to understand the complexities of collaboration with these technologies, and pedagogical implications for working with the magic and monsters of unintended effects in collaborative literacy practices.
{"title":"Magic and Monsters","authors":"Mary Ott, Jenny Kassen, Kathryn Hibbert","doi":"10.20360/langandlit29603","DOIUrl":"https://doi.org/10.20360/langandlit29603","url":null,"abstract":"Collaboration is one of the defining features of work and learning in the 21st century. Yet despite the proliferation of Google apps and devices for collaboration across North American school systems, the scope of research on student collaboration using Google technologies in elementary school settings is limited. This paper presents findings from two cases in grade five classrooms where teachers were experimenting with using Google Docs and Chromebooks in their literacy programs. Drawing on a conceptual framework of sociomaterial, complexity, and affect theories, the study offers insights for teachers to understand the complexities of collaboration with these technologies, and pedagogical implications for working with the magic and monsters of unintended effects in collaborative literacy practices.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73401990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.20360/langandlit29555
C. Budde, M. Marcus, Melinda Martin‐Beltrán, R. Silverman
Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We argue that by examining reasoning discourse holistically - beyond speaker turns - we can capture teacher-talk moves that facilitate or constrain student reasoning. This examination illuminates discourse practices such as “procedural instruction” and “reference to text,” with important consequences for MLLs. Our study has implications for scholarship analyzing classroom talk and literacy educators facilitating discussions where MLLs engage in sophisticated and complex reasoning discourse.
{"title":"Exploring the Relationship Between Teacher and Multilingual Student Discourse During Small Group Text-Based Discussions","authors":"C. Budde, M. Marcus, Melinda Martin‐Beltrán, R. Silverman","doi":"10.20360/langandlit29555","DOIUrl":"https://doi.org/10.20360/langandlit29555","url":null,"abstract":"Few studies investigate how teacher discourse moves relate to subsequent student discourse moves in real-time small-group reading instruction with multilingual learners (MLLs). Grounded in sociocultural theory and classroom discourse research, this study examines how fourth-grade MLLs engage in reasoning discourse during text-based discussions. We argue that by examining reasoning discourse holistically - beyond speaker turns - we can capture teacher-talk moves that facilitate or constrain student reasoning. This examination illuminates discourse practices such as “procedural instruction” and “reference to text,” with important consequences for MLLs. Our study has implications for scholarship analyzing classroom talk and literacy educators facilitating discussions where MLLs engage in sophisticated and complex reasoning discourse. ","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89270096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.20360/langandlit29451
H. Blair, Jacqueline Filipek, Hongliang Fu, Miao Sun
The number of Chinese-speaking students in Canadian schools is increasing dramatically. This article discusses a study in which we explored reading processes in Chinese and English through examining children’s reading in both languages. Based in a socio-psycholinguistic framework (K. Goodman, Wang, Iventosch, & Y. Goodman,2012; Kabuto, 2017) and through using miscue analysis, we examined how children apply their knowledge of language to Mandarin and English reading. This qualitative research included interviews with four Chinese-English bilingual children between grades 3 and 5 in an urban center as well as the analysis of their reading performance in both languages. From a comparative perspective, we discuss some of the similarities and differences between these two different orthographic language systems by offering syntactic comparisons of the two languages through psycholinguistic language cueing systems. We believe that knowing about how Chinese and English readers construct meaning in both languages will help English as an Additional Language (EAL) teachers, in fact all classroom teachers, to teach reading to bilingual and biliterate children.
加拿大学校里说中文的学生数量正在急剧增加。本文讨论了一项研究，通过对儿童中英文阅读的考察来探讨汉语和英语的阅读过程。基于社会心理语言学框架(K. Goodman, Wang, Iventosch， & Y. Goodman,2012;Kabuto, 2017)，通过使用错误分析，我们研究了儿童如何将他们的语言知识应用于普通话和英语阅读。本定性研究包括对四名城市中心三至五年级的中英双语儿童进行访谈，并分析他们的两种语言阅读表现。从比较的角度，我们通过心理语言学的语言线索系统对这两种不同的正字法语言系统进行了句法比较，讨论了它们之间的一些异同。我们相信，了解中英文读者如何在两种语言中构建意义，将有助于英语作为附加语言(EAL)教师，实际上是所有课堂教师，向双语和双语儿童教授阅读。
{"title":"When Learners Read in Two Languages: Understanding Chinese-English Bilingual Readers Through Miscue Analysis","authors":"H. Blair, Jacqueline Filipek, Hongliang Fu, Miao Sun","doi":"10.20360/langandlit29451","DOIUrl":"https://doi.org/10.20360/langandlit29451","url":null,"abstract":"The number of Chinese-speaking students in Canadian schools is increasing dramatically. This article discusses a study in which we explored reading processes in Chinese and English through examining children’s reading in both languages. Based in a socio-psycholinguistic framework (K. Goodman, Wang, Iventosch, & Y. Goodman,2012; Kabuto, 2017) and through using miscue analysis, we examined how children apply their knowledge of language to Mandarin and English reading. This qualitative research included interviews with four Chinese-English bilingual children between grades 3 and 5 in an urban center as well as the analysis of their reading performance in both languages. From a comparative perspective, we discuss some of the similarities and differences between these two different orthographic language systems by offering syntactic comparisons of the two languages through psycholinguistic language cueing systems. We believe that knowing about how Chinese and English readers construct meaning in both languages will help English as an Additional Language (EAL) teachers, in fact all classroom teachers, to teach reading to bilingual and biliterate children.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79865122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.20360/langandlit29577
Lana Parker, K. Smith
Current literacy curriculum often reflects an emphasis on traditions of print literacy. This focus is a concern in the post-truth era, as youth engage in diverse meaning-making practices that shape their habits as consumers and producers of information. This in-depth case study investigated the in-class and at-home online behaviors of high school students. We find that even when explicit learning about ‘research’ occurred in class, students are lacking sense-making strategies in their personal online engagements. We also find that curriculum relies on tradition with very little recognition of (multi)literacies as socially constructed and that teachers desire more professional development and guidance about how to engage these literacies more holistically.
{"title":"Literacy Education in the Post-Truth Era: The Pedagogical Potential of Multiliteracies","authors":"Lana Parker, K. Smith","doi":"10.20360/langandlit29577","DOIUrl":"https://doi.org/10.20360/langandlit29577","url":null,"abstract":"Current literacy curriculum often reflects an emphasis on traditions of print literacy. This focus is a concern in the post-truth era, as youth engage in diverse meaning-making practices that shape their habits as consumers and producers of information. This in-depth case study investigated the in-class and at-home online behaviors of high school students. We find that even when explicit learning about ‘research’ occurred in class, students are lacking sense-making strategies in their personal online engagements. We also find that curriculum relies on tradition with very little recognition of (multi)literacies as socially constructed and that teachers desire more professional development and guidance about how to engage these literacies more holistically.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75942644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-19DOI: 10.20360/langandlit29529
Katie Brubacher
Emotions not only take us deeper in but also reveal larger political and historical structures that dominate how the Grades 4 to 6 newcomers with emerging print literacy in this study shape their literacy practices. Following a humanizing approach, I conducted three qualitative, critical case studies in Ontario urban schools. Data collection tools included in this article include plurilingual texts, focus group interviews and field notes. Through a thematic deductive analysis, themes emerged such as desire and written English, and print literacy humiliation. Moving away from historically oppressive, English-only structures in the classrooms, created more excitement and pride around writing and language.
{"title":"Print Literacy Humiliation: Translanguaging and emotions with newcomer children","authors":"Katie Brubacher","doi":"10.20360/langandlit29529","DOIUrl":"https://doi.org/10.20360/langandlit29529","url":null,"abstract":"Emotions not only take us deeper in but also reveal larger political and historical structures that dominate how the Grades 4 to 6 newcomers with emerging print literacy in this study shape their literacy practices. Following a humanizing approach, I conducted three qualitative, critical case studies in Ontario urban schools. Data collection tools included in this article include plurilingual texts, focus group interviews and field notes. Through a thematic deductive analysis, themes emerged such as desire and written English, and print literacy humiliation. Moving away from historically oppressive, English-only structures in the classrooms, created more excitement and pride around writing and language.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2022-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78584268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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