It has often been assumed that there is, or should be, a one-to-one correspondence between graphs and linguistic units in writing systems as the norm. This is not merely doubtful in terms of descriptive accuracy. Conceptualizing writing systems in such a way also has profound consequences for the application of typological categories to specific cases. In this paper we first suggest a working definition of polygraphy, also touching upon its demarcation from adjacent concepts such as ligatures and diacritics. Having demonstrated that polygraphy is in fact fundamental to a significant number of typologically diverse writing systems, we argue in favor of a typology of writing systems taking the ubiquity of polygraphy into due account, with definitions going beyond one-to-one correspondences as the default.
{"title":"e ubiity of polygray and its significan for e typology of iti systems","authors":"Sven Osterkamp, Gordian Schreiber","doi":"10.1075/wll.00052.ost","DOIUrl":"https://doi.org/10.1075/wll.00052.ost","url":null,"abstract":"\u0000It has often been assumed that there is, or should be, a one-to-one correspondence between graphs and linguistic units in writing systems as the norm. This is not merely doubtful in terms of descriptive accuracy. Conceptualizing writing systems in such a way also has profound consequences for the application of typological categories to specific cases. In this paper we first suggest a working definition of polygraphy, also touching upon its demarcation from adjacent concepts such as ligatures and diacritics. Having demonstrated that polygraphy is in fact fundamental to a significant number of typologically diverse writing systems, we argue in favor of a typology of writing systems taking the ubiquity of polygraphy into due account, with definitions going beyond one-to-one correspondences as the default.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87166380","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}
A survey of modern descendants of Brahmi shows that the letter forms and various other features of the scripts vary, but the use of an inherent vowel and of dependent, satellite signs for other vowels is remarkably stable. Comparison is made to other scripts invented in the same geographic region, Thaana and Sorang Sompeng, and to the Arabic script as used in Arabic, Persian, Sorani Kurdish, Uyghur, and Kashmiri. Arabic scripts maintain uniform letter forms but vary considerably in their treatment of vowels. Cultural factors may explain the visual diversity of Brahmic scripts as compared to Arabic scripts. The stable combination of inherent vowel and satellite vowels derives from the decodability of simple aksharas into pronounceable syllabic units in the acquisition of reading. This akshara advantage is related to the psychological grain size theory of reading, with the additional claim that the syllable has special status because it is pronounceable.
{"title":"Brahmi’s children","authors":"A. Gnanadesikan","doi":"10.1075/wll.00057.gna","DOIUrl":"https://doi.org/10.1075/wll.00057.gna","url":null,"abstract":"\u0000A survey of modern descendants of Brahmi shows that the letter forms and various other features of the scripts vary, but the use of an inherent vowel and of dependent, satellite signs for other vowels is remarkably stable. Comparison is made to other scripts invented in the same geographic region, Thaana and Sorang Sompeng, and to the Arabic script as used in Arabic, Persian, Sorani Kurdish, Uyghur, and Kashmiri. Arabic scripts maintain uniform letter forms but vary considerably in their treatment of vowels. Cultural factors may explain the visual diversity of Brahmic scripts as compared to Arabic scripts. The stable combination of inherent vowel and satellite vowels derives from the decodability of simple aksharas into pronounceable syllabic units in the acquisition of reading. This akshara advantage is related to the psychological grain size theory of reading, with the additional claim that the syllable has special status because it is pronounceable.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89426291","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}
Although French plural spelling has been studied extensively, the complexity of factors affecting the learning of French plural spelling are not yet fully explained, namely on the level of adjectival and verbal plural. This study investigates spelling profiles of French plural markers of 228 multilingual grade 5 pupils with French taught as a foreign language. Three analyses on the learner performances of plural spelling in nouns, verbs and pre- and postnominal attributive adjectives were conducted (1) to detect the pupils’ spelling profiles of plural marking on the basis of the performances in the pretest, (2) to test the profiles against two psycholinguistic theories, and (3) to evaluate the impact of the training on each spelling profile in the posttest. The first analysis confirms the existing literature that pupils’ learning of French plural is not random but ordered and emphasizes the role of the position for adjectives (pre- or postnominal) on correct plural spelling. The second analysis reveals the theoretical difficulties of predicting spelling of adjectival and verbal plural. The third analysis shows that strong and poor spellers both benefit from a morphosyntactic training and provides transparency and traceability of the learning trajectories. Together, the descriptive analyses reveal clear patterns of intra-individual spelling profiles. They point to a need for further research in those areas that have empirically provided the most inconsistent results to date and that are not supported by the theories: verbs and adjectives.
{"title":"Spelling patterns of plural marking and learning trajectories in French taught as a foreign language","authors":"Constanze Weth, S. Ugen, M. Fayol, Natalia Bîlici","doi":"10.1075/wll.00048.wet","DOIUrl":"https://doi.org/10.1075/wll.00048.wet","url":null,"abstract":"\u0000 Although French plural spelling has been studied extensively, the complexity of factors affecting the learning of\u0000 French plural spelling are not yet fully explained, namely on the level of adjectival and verbal plural. This study investigates\u0000 spelling profiles of French plural markers of 228 multilingual grade 5 pupils with French taught as a foreign language.\u0000 Three analyses on the learner performances of plural spelling in nouns, verbs and pre- and postnominal attributive\u0000 adjectives were conducted (1) to detect the pupils’ spelling profiles of plural marking on the basis of the performances in the\u0000 pretest, (2) to test the profiles against two psycholinguistic theories, and (3) to evaluate the impact of the training on each\u0000 spelling profile in the posttest.\u0000 The first analysis confirms the existing literature that pupils’ learning of French plural is not random but\u0000 ordered and emphasizes the role of the position for adjectives (pre- or postnominal) on correct plural spelling. The second\u0000 analysis reveals the theoretical difficulties of predicting spelling of adjectival and verbal plural. The third analysis shows\u0000 that strong and poor spellers both benefit from a morphosyntactic training and provides transparency and traceability of the\u0000 learning trajectories.\u0000 Together, the descriptive analyses reveal clear patterns of intra-individual spelling profiles. They point to a\u0000 need for further research in those areas that have empirically provided the most inconsistent results to date and that are not\u0000 supported by the theories: verbs and adjectives.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89180328","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}
The present study examines unintentional spelling errors on past participles produced by Flemish teenagers in private online writing. Previous psycholinguistic research on verb spelling errors in Dutch mainly focused on identical homophones (Bosman 2005; Frisson & Sandra 2002; Sandra et al. 1999). The present study, however, deals with past participles that are only partially homophonous with other forms in the inflectional paradigm and investigates whether the spelling of these verbs is affected by whole-word frequency, paradigmatic and bigram support for the correct spelling and the token frequency of the past participles’ morphological family. The error rates reflect the effect of both paradigmatic and bigram support. Moreover, the unique database makes it possible to analyze the impact of three social factors (Gender, Educational track and Age). Our results reveal an effect on the error rates of all social variables. Finally, these social factors do not interact with paradigmatic and bigram support.
本研究调查了佛兰德青少年在私人网络写作中无意中产生的过去分词拼写错误。以往对荷兰语动词拼写错误的心理语言学研究主要集中在同音同义词上(Bosman 2005;Frisson & Sandra 2002;Sandra et al. 1999)。然而，本研究研究了在屈折范式中与其他形式只有部分同音的过去分词，并调查了这些动词的拼写是否受到全词频率、聚合和重格支持的正确拼写以及过去分词形态学家族的标记频率的影响。错误率反映了范式支持和双图式支持的影响。此外，独特的数据库使分析三个社会因素(性别，教育轨迹和年龄)的影响成为可能。我们的结果揭示了对所有社会变量错误率的影响。最后，这些社会因素不与范式支持和二元支持相互作用。
{"title":"The impact of analogical effects and social factors on the spelling of partially homophonous verb forms in informal social media writing","authors":"Hanne Surkyn, R. Vandekerckhove, D. Sandra","doi":"10.1075/wll.00046.sur","DOIUrl":"https://doi.org/10.1075/wll.00046.sur","url":null,"abstract":"\u0000The present study examines unintentional spelling errors on past participles produced by Flemish teenagers in private online writing. Previous psycholinguistic research on verb spelling errors in Dutch mainly focused on identical homophones (Bosman 2005; Frisson & Sandra 2002; Sandra et al. 1999). The present study, however, deals with past participles that are only partially homophonous with other forms in the inflectional paradigm and investigates whether the spelling of these verbs is affected by whole-word frequency, paradigmatic and bigram support for the correct spelling and the token frequency of the past participles’ morphological family. The error rates reflect the effect of both paradigmatic and bigram support. Moreover, the unique database makes it possible to analyze the impact of three social factors (Gender, Educational track and Age). Our results reveal an effect on the error rates of all social variables. Finally, these social factors do not interact with paradigmatic and bigram support.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80624615","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}
That “script follows religion” is well known. Missionary activities by Christian, Manichaean and Islamic, and Buddhist and Hindu proselytizers brought literacy, in alphabetic, abjadic, and abugidic scripts respectively, to previously non-literate communities in Europe, Asia and Africa, and South and Southeast Asia respectively. Judaism, however, did not proselytize; instead, it “wandered,” bringing Jewish communities throughout Europe and a good part of Asia, to lands that were already literate thanks to those earlier missionaries. Jewish languages emerged when diaspora communities adopted vernaculars altered on the basis of the culture-languages Hebrew and Aramaic. Such communities treasured their Hebrew and Aramaic literacies and often wrote the vernaculars using Hebrew script. The Hebrew letters denote consonants only, but the Jewish languages usually have more than 22 consonants and a number of vowels. Medieval Hebrew scholars devised vowels marks, used almost exclusively in sacred texts, but most Jewish languages barely use them. Unlike the other missionary scripts, Hebrew-script orthographies were often influenced by the indigenous orthographies they encountered. Exploring those influences needs an abbreviated account of the development of Hebrew orthography from its second-millennium bce forebears. A few examples follow of the adaptations of Hebrew script to Jewish languages, and various commonalities are found among such adaptations that probably emerged independently with little contact between speakers of the various languages. The question arises as to whether similar divergences and commonalities are found in other scripts spread in Scriptural contexts. That they are generally not reflects the difference between scripts arriving in non-literate versus literate surroundings.
{"title":"Hebrew script for Jewish languages","authors":"P. Daniels","doi":"10.1075/wll.00050.dan","DOIUrl":"https://doi.org/10.1075/wll.00050.dan","url":null,"abstract":"\u0000That “script follows religion” is well known. Missionary activities by Christian, Manichaean and Islamic, and Buddhist and Hindu proselytizers brought literacy, in alphabetic, abjadic, and abugidic scripts respectively, to previously non-literate communities in Europe, Asia and Africa, and South and Southeast Asia respectively. Judaism, however, did not proselytize; instead, it “wandered,” bringing Jewish communities throughout Europe and a good part of Asia, to lands that were already literate thanks to those earlier missionaries. Jewish languages emerged when diaspora communities adopted vernaculars altered on the basis of the culture-languages Hebrew and Aramaic. Such communities treasured their Hebrew and Aramaic literacies and often wrote the vernaculars using Hebrew script.\u0000The Hebrew letters denote consonants only, but the Jewish languages usually have more than 22 consonants and a number of vowels. Medieval Hebrew scholars devised vowels marks, used almost exclusively in sacred texts, but most Jewish languages barely use them. Unlike the other missionary scripts, Hebrew-script orthographies were often influenced by the indigenous orthographies they encountered.\u0000Exploring those influences needs an abbreviated account of the development of Hebrew orthography from its second-millennium bce forebears. A few examples follow of the adaptations of Hebrew script to Jewish languages, and various commonalities are found among such adaptations that probably emerged independently with little contact between speakers of the various languages. The question arises as to whether similar divergences and commonalities are found in other scripts spread in Scriptural contexts. That they are generally not reflects the difference between scripts arriving in non-literate versus literate surroundings.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87184444","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}
This paper discusses the impact of several spelling changes in Croatian on the level of the literacy of native speakers. Since 1986, there have been five official recommendations for usage that pertain to five different orthographic manuals. This research focuses on three spelling points with considerable identity-related repercussions among the public and the media, which are sometimes named the spelling symbols of Croatian. A questionnaire-survey comprised of 36 tests was completed among 1063 students on a technical study programme each year for eight consecutive academic years. Eight generations of first-year undergraduates, who do not study language in an educational setting, have accepted the new spellings, contingent on a frequency principle. The more frequent a spelling variant occurs, the less the chance that the new spelling variant is accepted, and vice versa. Given the lack of established and enduring spelling norms, combined with ideological oppositions between the old and new spelling forms, students have been guided mainly by their capacity to write the most common form.
{"title":"The acceptance of spelling variants as symbols of Croatian spelling changes (1994–2013)","authors":"Tomislav Stojanov","doi":"10.1075/wll.00049.sto","DOIUrl":"https://doi.org/10.1075/wll.00049.sto","url":null,"abstract":"\u0000This paper discusses the impact of several spelling changes in Croatian on the level of the literacy of native speakers. Since 1986, there have been five official recommendations for usage that pertain to five different orthographic manuals. This research focuses on three spelling points with considerable identity-related repercussions among the public and the media, which are sometimes named the spelling symbols of Croatian. A questionnaire-survey comprised of 36 tests was completed among 1063 students on a technical study programme each year for eight consecutive academic years. Eight generations of first-year undergraduates, who do not study language in an educational setting, have accepted the new spellings, contingent on a frequency principle. The more frequent a spelling variant occurs, the less the chance that the new spelling variant is accepted, and vice versa. Given the lack of established and enduring spelling norms, combined with ideological oppositions between the old and new spelling forms, students have been guided mainly by their capacity to write the most common form.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88282543","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}
Can a lack of grammatical knowledge alone be held accountable for the spelling errors that are made for homophonous verb forms and do these errors occur because spellers do not apply their grammatical knowledge? Three experiments with secondary school pupils were conducted on Dutch weak prefix verbs. The results confirmed that pupils made many spelling errors and also have great problems identifying the verb forms’ functions. Moreover, a direct correlation was revealed between a pupil’s identification of the form’s grammatical function and its spelling. These results indicate that many errors result from pupils’ inability to determine the grammatical functions of the forms. If pupils know the form’s function, they are more likely to also spell the form correctly. If they do not, they often choose the form’s homophone, especially if the homophone is more frequent than the target form. Spelling education thus needs a strong grammatical basis.
{"title":"The role of grammar in spelling homophonous regular verbs","authors":"Robert Chamalaun, A. Bosman, M. Ernestus","doi":"10.1075/wll.00047.cha","DOIUrl":"https://doi.org/10.1075/wll.00047.cha","url":null,"abstract":"\u0000 Can a lack of grammatical knowledge alone be held accountable for the spelling errors that are made for\u0000 homophonous verb forms and do these errors occur because spellers do not apply their grammatical knowledge? Three experiments with\u0000 secondary school pupils were conducted on Dutch weak prefix verbs. The results confirmed that pupils made many spelling errors and\u0000 also have great problems identifying the verb forms’ functions. Moreover, a direct correlation was revealed between a pupil’s\u0000 identification of the form’s grammatical function and its spelling. These results indicate that many errors result from pupils’\u0000 inability to determine the grammatical functions of the forms. If pupils know the form’s function, they are more likely to also\u0000 spell the form correctly. If they do not, they often choose the form’s homophone, especially if the homophone is more frequent\u0000 than the target form. Spelling education thus needs a strong grammatical basis.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76008422","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 : 2021-10-26DOI: 10.20360/langandlit29492
Anne-Marie Dionne
Dans les classes du préscolaire et du primaire, les enseignants sont vivement encouragés à faire quotidiennement la lecture aux élèves. De nombreuses recherches ont mis en évidence les multiples avantages pouvant en résulter. Or, une planification méticuleuse de cette activité est nécessaire pour mener aux résultats escomptés. La présente étude mène au constat que les enseignantes négligent diverses composantes essentielles lors de la planification de leurs séances de lecture, ce qui risque de réduire le potentiel d’apprentissage que cette activité de lecture peut offrir à leurs élèves.
{"title":"Faire la lecture aux élèves: point de vue des enseignantes sur la planification de cette activité d'enseignement","authors":"Anne-Marie Dionne","doi":"10.20360/langandlit29492","DOIUrl":"https://doi.org/10.20360/langandlit29492","url":null,"abstract":"Dans les classes du préscolaire et du primaire, les enseignants sont vivement encouragés à faire quotidiennement la lecture aux élèves. De nombreuses recherches ont mis en évidence les multiples avantages pouvant en résulter. Or, une planification méticuleuse de cette activité est nécessaire pour mener aux résultats escomptés. La présente étude mène au constat que les enseignantes négligent diverses composantes essentielles lors de la planification de leurs séances de lecture, ce qui risque de réduire le potentiel d’apprentissage que cette activité de lecture peut offrir à leurs élèves. \u0000 ","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74634099","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 : 2021-10-26DOI: 10.20360/langandlit29517
J. McConnel, Pamela Beach
This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued.
{"title":"\"I'm Not the Only Writer in The Room\": A Framework for Co-Creating Confident Writing Classrooms","authors":"J. McConnel, Pamela Beach","doi":"10.20360/langandlit29517","DOIUrl":"https://doi.org/10.20360/langandlit29517","url":null,"abstract":"This study is rooted in social cognitive theory, specifically Bandura's work on self-and collective efficacy. The authors explore self reported confidence levels with writing instruction from secondary teachers across subjects in Canada and the United States by pairing a self-efficacy scale developed by Locke and Johnston (2016) with semi-structured interviews conducted via Skype. 60 teachers participated in the survey, with 25 from Canada and 35 from the United States. Although teachers report relatively strong levels of self efficacy in writing instruction, the responses of participants regarding collective efficacy are more mixed. Based on these results, coupled with six interviews (split evenly between teachers in Canada and the United States), the authors propose a framework to help teachers of all subject areas increase their confidence in writing instruction while also helping students develop their own confidence as writers. This three-pronged framework of identity, context, and authority, relies on co-creating community with students. The potential of this framework is creative, offering teachers (and students) multiple ways into a conversation about writing that will not only enhance confidence, but will create a classroom culture in which diverse writing strategies and perspectives are valued.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86969873","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 : 2021-10-26DOI: 10.20360/langandlit29552
M. Wong
In technology-enhanced classrooms, due to the affordances of technologies, English Language Learners (ELLs) are moving between learning spaces; boundaries are never clear. Questions arise with regards to how students’ non-sanctioned experiences might mediate classroom learning. Using a multiliteracies (New London Group, 2000) and learning by design (Cope & Kalantzis, 2015) theoretical lens, this ethnographic case study explores the technology-enhanced learning experiences of Grade 6 ELLs. Data including field observations, artifacts, and interviews were analyzed using thematic analysis (Saldaña, 2016). Findings of this study indicate that ELL students were engaged in learning experiences that encouraged them to mobilize their known (knowledge) across learning spaces.
在技术增强的教室中，由于技术的支持，英语学习者(ELLs)在学习空间之间移动;界限永远不会清晰。关于学生的非认可经历如何调节课堂学习的问题出现了。利用多元素养(New London Group, 2000)和设计学习(Cope & Kalantzis, 2015)的理论视角，本民族志案例研究探讨了技术增强的六年级学生学习体验。数据包括实地观察、人工制品和访谈，使用专题分析(Saldaña, 2016)。本研究的结果表明，ELL学生参与的学习经历鼓励他们在学习空间中调动他们的已知(知识)。
{"title":"Silly Putty: Mobilization of the Known Across Technology-Enhanced Learning Spaces","authors":"M. Wong","doi":"10.20360/langandlit29552","DOIUrl":"https://doi.org/10.20360/langandlit29552","url":null,"abstract":"In technology-enhanced classrooms, due to the affordances of technologies, English Language Learners (ELLs) are moving between learning spaces; boundaries are never clear. Questions arise with regards to how students’ non-sanctioned experiences might mediate classroom learning. Using a multiliteracies (New London Group, 2000) and learning by design (Cope & Kalantzis, 2015) theoretical lens, this ethnographic case study explores the technology-enhanced learning experiences of Grade 6 ELLs. Data including field observations, artifacts, and interviews were analyzed using thematic analysis (Saldaña, 2016). Findings of this study indicate that ELL students were engaged in learning experiences that encouraged them to mobilize their known (knowledge) across learning spaces.","PeriodicalId":43360,"journal":{"name":"Written Language and Literacy","volume":null,"pages":null},"PeriodicalIF":0.3,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84038088","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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