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Exploring teacher and student knowledge of sentence-level language features 探究教师和学生的句子级语言特征知识
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-05-14 DOI: 10.1002/jaal.1290
Rachel Knecht, Lisa Larson, Dianna Townsend

Proficiency with sentence-level features of language is essential for reading comprehension of academic texts, especially for early adolescents who face increasingly complex, discipline-specific texts as they enter upper elementary and middle school. However, little research has been done to explore instruction in sentence-level features. This qualitative case study explores how a sixth-grade social studies teacher developed knowledge of sentence-level features and implemented sentence-level instruction through a professional learning inquiry, as well as how 3 sixth-grade students responded to challenging sentences as a result of this instruction. Findings from thematic analyses of both teacher and student data sources indicate that increased metalinguistic awareness of sentence-level features in the teacher participant was essential to effective, discipline-specific instruction in sentence-level features. Additionally, explicit instruction in sentence-level features led to increased metalinguistic awareness in students, which supported their comprehension of challenging sentences.

熟练掌握语言的句子级特征对于阅读理解学术文本至关重要,尤其是对于进入小学和中学的早期青少年来说,他们面临着越来越复杂的、特定学科的文本。然而,很少有研究探讨句子层次特征的教学。本定性案例研究探讨了一名六年级社会研究教师如何通过专业学习探究发展句子水平特征的知识并实施句子水平教学,以及三名六年级学生如何因该教学而对具有挑战性的句子做出反应。对教师和学生数据源的主题分析结果表明,教师参与者对句子水平特征的元语言学意识的提高对于句子水平特征方面的有效、针对特定学科的教学至关重要。此外,句子层次特征的显性教学提高了学生的元语言学意识,这有助于他们理解具有挑战性的句子。
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引用次数: 0
Roles of engagement: Analyzing adolescent students' talk during controversial discussions 参与的作用:分析青少年学生在有争议的讨论中的谈话
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-05-10 DOI: 10.1002/jaal.1289
Shireen Al-Adeimi, Jennie Baumann

Dialogic talk affords students opportunities to share ideas and co-construct knowledge while developing various literacy skills such as perspective taking, text comprehension, and argumentative reasoning. In this study, we examine how seventh- and eighth-grade students in four classrooms discuss a controversial topic about changing a National Football League team's controversial name and analyze their discursive roles using thematic content analysis. We provide dynamic profiles of student speakers, including those who take on primary, secondary, tertiary, and periphery roles within discussions. We also discuss how these roles shift and provide implications for teachers who engage students dialogically around controversial, yet essential, topics.

对话为学生提供了分享想法和共同构建知识的机会,同时培养了各种识字技能,如视角分析、文本理解和议论文推理。在这项研究中,我们考察了四个教室里七年级和八年级的学生如何讨论一个有争议的话题,即更改一支国家橄榄球联盟球队有争议的名字,并使用主题内容分析来分析他们的话语角色。我们提供学生演讲者的动态简介,包括那些在讨论中扮演小学、中学、大学和外围角色的人。我们还讨论了这些角色是如何转变的,并为那些让学生围绕有争议但重要的话题进行对话的教师提供了启示。
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引用次数: 0
The social drama of digital multimodal composing: A case study with emergent bi/multilingual newcomer students 数字多模式写作的社会戏剧——以新兴双/多语言新生为例
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-05-04 DOI: 10.1002/jaal.1286
Amir Michalovich

This multi-year, ethnographic, qualitative case study in English Language Learning classrooms contributes a unique analysis of nine adolescent newcomer students' investment in a digital multimodal composing (DMC) project as a social drama. Using reflexive thematic analysis, it explores the following possibilities afforded by in-school, dramaturgically structured DMC processes for the students' investment in classroom learning: (1) changing the definition of the situation, (2) supporting students' impression management to gain social and cultural capital, and (3) creating bonds of reciprocal dependence and familiarity. The study helps language and literacy researchers, educators, and teacher educators better understand emergent bi/multilingual newcomer students' investment in DMC processes through the sociological perspective of dramaturgy, suggesting how DMC might deepen learning while valuing the assets of culturally, linguistically, and racially diverse newcomer students.

这项在英语学习课堂上进行的多年、民族志和定性案例研究,对九名青少年新生对数字多模式作曲(DMC)项目的投资进行了独特的分析,该项目是一部社会戏剧。运用自反性主题分析,探讨了校内戏剧结构的DMC过程为学生在课堂学习中的投资提供的以下可能性:(1)改变情境的定义,(2)支持学生的印象管理以获得社会和文化资本,以及(3)建立相互依赖和熟悉的纽带。该研究通过戏剧学的社会学视角,帮助语言和识字研究人员、教育工作者和教师教育工作者更好地了解新兴的双语言/多语言新生对DMC过程的投资,提出DMC如何在重视文化、语言和种族多样性新生的资产的同时深化学习。
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引用次数: 0
Accessibility in video gaming: An overview and implications for English language arts education 电子游戏的无障碍性:对英语语言艺术教育的概述和启示
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-05-02 DOI: 10.1002/jaal.1284
Sam von Gillern, Brady Nash

Scholars in recent years have explored the connections between video games, literacy, and learning. Research illustrates that video games can serve as texts for engagement and analysis in English language arts classrooms. Scholars have also demonstrated how games themselves effectively integrate a complex array of learning principles that help players understand and progress in the game. In this article, we explore how recent efforts in game design to promote accessibility for differently abled gamers have implications for literacy education that can promote inclusivity and equity in English language arts classrooms. While recognizing the social construction of the concept of (dis)abilities, we explore existing literature on the video games, literacy, accessibility, and universal design for learning. We then demonstrate specific ways that video game designers promote visual, auditory, motor, and cognitive accessibility for gamers and share how literacy educators can draw upon these strategies to promote accessibility in their curriculum and instruction to help all students engage, learn, and thrive.

近年来,学者们探索了电子游戏、识字和学习之间的联系。研究表明,在英语艺术课堂上,电子游戏可以作为参与和分析的文本。学者们还展示了游戏本身如何有效地整合一系列复杂的学习原则,帮助玩家理解游戏并在游戏中取得进步。在这篇文章中,我们探讨了最近在游戏设计方面为促进不同能力的游戏玩家的无障碍性所做的努力如何对识字教育产生影响,从而促进英语艺术课堂的包容性和公平性。在认识到(dis)能力概念的社会建构的同时,我们探索了关于电子游戏、识字、可访问性和通用学习设计的现有文献。然后,我们展示了视频游戏设计师为游戏玩家推广视觉、听觉、运动和认知无障碍性的具体方式,并分享了识字教育工作者如何利用这些策略在课程和教学中推广无障碍性,以帮助所有学生参与、学习和茁壮成长。
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引用次数: 1
“Every day do something that won't compute”: Student perceptions of daily poetry practice “每天都做一些不会计算的事情”:学生对日常诗歌练习的看法
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-04-28 DOI: 10.1002/jaal.1285
Megan Davis

This article considers high school students' relationship to poetry through a small-scale qualitative study guided by the question: what happens to student perceptions of poetry when class begins each day with a poem? As a former teacher and current teacher educator, I conducted a series of interviews with a small group of my former students regarding their experiences with poetry throughout their K-12 education and with hearing a poem each day in their high school English Language Arts classroom. I sought to explore the dimensions and possibilities of non-analytical literacy practices in addition to student perceptions of poetry as they relate to schooling contexts more broadly.

本文通过一项小规模的定性研究来考虑高中生与诗歌的关系,该研究以以下问题为指导:当每天以一首诗开始上课时,学生对诗歌的看法会发生什么?作为一名前教师和现任教师教育工作者,我对我的一小群前学生进行了一系列采访,了解他们在K-12教育期间的诗歌经历,以及每天在高中英语语言艺术课堂上听一首诗的经历。除了学生对诗歌的看法之外,我还试图探索非分析性识字实践的维度和可能性,因为它们与更广泛的学校环境有关。
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引用次数: 0
Correction to “Educational progress-time and the proliferation of dual enrollment” 更正“教育进步时间与双重招生的激增”
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-04-27 DOI: 10.1002/jaal.1288

Nordquist, B, Lueck, A. Journal of Adolescent and Adult Literacy. 2020; 64.3: 251–257. https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1097

This article should include an attribution to the work of Bethany Monea, whose language was used without proper attribution by Nordquist in the third paragraph on page 251. This paragraph should have quoted Monea's dissertation proposal in addition to citing her published dissertation for further context. We sincerely apologize to Dr. Monea. A corrected version of the paragraph should read: “As Bethany Monea (2023) demonstrates in her dissertation, Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing, differences between secondary and tertiary literacy instruction have been widely researched across fields of literacy education and writing studies (Addison & McGee, 2010; Brockman, Taylor, Crawford, & Kreth 2010; Denecker, 2013; Hannah & Saidy, 2014; Patterson & Duer, 2006; Reiff & Bawarshi, 2011; Wilder & Yagelski, 2018). Monea (2019) asserts that ‘These differences range from the types of writing students are asked to do (DeStigter, 2015), to the syntactic features students will be expected to use (Brown & Aull, 2017), to the terms teachers use to assign and talk about writing (Hannah & Saidy, 2014)’” (p. 15–16).

Monea, B. (2023). Composing Borderlands: The Lives and Literacies of First-Generation, Latinx Youth Transitioning to College Writing. Doctoral Dissertation, University of Pennsylvania. Scholarly Commons.

Monea, B. (2019). The Digital Composing Practices of First-Generation-to-College Students Across and Beyond the High School and College Curriculum. Unpublished Dissertation Proposal. University of Pennsylvania.

We apologize for this error.

Nordquist,B,Lueck,A.青少年和成人识字杂志。2020年;64.3:251–257。https://ila.onlinelibrary.wiley.com/doi/full/10.1002/jaal.1097This这篇文章应该包括对贝瑟尼·莫妮亚作品的归属,诺奎斯特在251页第三段中使用了莫妮亚的语言,但没有适当的归属。这段话除了引用莫奈发表的论文外,还应该引用她的论文提案。我们真诚地向莫奈博士道歉。该段的更正版本应为:“正如Bethany Monea(2023)在她的论文《创作边疆:第一代的生活和文学,拉丁裔青年向大学写作的过渡》中所展示的那样,中等和高等扫盲教学之间的差异已在扫盲教育和写作研究领域得到广泛研究(Addison和McGee,2010;Brockman,Taylor,Crawford和Kreth,2010;Denecker,2013;Hannah和Saidy,2014;Patterson和Duer,2006;Reiff和Bawarshi,2011;Wilder和Yagelski,2018)。Monea(2019)断言,“这些差异包括学生被要求做的写作类型(DeStigter,2015),学生将被期望使用的句法特征(Brown&;Aull,2017),以及教师用来分配和谈论写作的术语(Hannah&;Saidy,2014)”(第15-16页)。Monea,B.(2023)。《创作边疆:第一代的生活和文学》,拉丁裔青年向大学写作过渡。宾夕法尼亚大学博士学位论文。《学术共享》,Monea,B.(2019)。第一代大学生在高中和大学课程之外的数字化写作实践。未发表的论文建议书。宾夕法尼亚大学。我们为这个错误道歉。
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引用次数: 0
Using university–school partnerships to facilitate preservice teachers' reading and responding to student writing 利用大学与学校的合作关系促进职前教师对学生写作的阅读和回应
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-04-24 DOI: 10.1002/jaal.1283
Erika L. Bass

Preparing future teachers to read and respond to student writing is an important part of learning to teach writing. However, preservice teachers (PSTs) often do not have authentic opportunities to read and respond to student writing in methods courses. To create and provide more opportunities for reading and responding to student writing, I partnered with a local high school teacher and her student writers. In this article, I share why it is important for PSTs to have opportunities to read and respond to student writing, a university–school partnership designed to foster these opportunities, and observations from year one of implementation of the partnership. I end the article with important considerations for creating a partnership to foster opportunities to read and respond to student writing.

让未来的老师阅读和回应学生的写作是学习写作的重要组成部分。然而,职前教师在方法课程中往往没有真正的机会阅读和回应学生的写作。为了创造并提供更多阅读和回应学生写作的机会,我与当地一位高中老师和她的学生作家合作。在这篇文章中,我分享了为什么PST有机会阅读和回应学生的写作很重要,一种旨在培养这些机会的大学-学校合作伙伴关系,以及合作伙伴关系实施第一年的观察结果。在文章的结尾,我对建立伙伴关系以培养阅读和回应学生写作的机会提出了重要的考虑。
{"title":"Using university–school partnerships to facilitate preservice teachers' reading and responding to student writing","authors":"Erika L. Bass","doi":"10.1002/jaal.1283","DOIUrl":"https://doi.org/10.1002/jaal.1283","url":null,"abstract":"<p>Preparing future teachers to read and respond to student writing is an important part of learning to teach writing. However, preservice teachers (PSTs) often do not have authentic opportunities to read and respond to student writing in methods courses. To create and provide more opportunities for reading and responding to student writing, I partnered with a local high school teacher and her student writers. In this article, I share why it is important for PSTs to have opportunities to read and respond to student writing, a university–school partnership designed to foster these opportunities, and observations from year one of implementation of the partnership. I end the article with important considerations for creating a partnership to foster opportunities to read and respond to student writing.</p>","PeriodicalId":47621,"journal":{"name":"Journal of Adolescent & Adult Literacy","volume":"66 6","pages":"377-381"},"PeriodicalIF":0.9,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50153818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Indigenous literacies: A look at pedagogies and policy in the Southwest United States 土著文学:美国西南部的教育学和政策
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-03-29 DOI: 10.1002/jaal.1282
Natalie Martinez

Literacy engagement for Indigenous peoples is a practice embedded in lived experience as thoughtful ways to communicate with and make sense of the world around us. Indigenous literacies involve the melding of Indigenous ways of knowing with contemporary educational pedagogies. Indigenous authors and teachers have long used Indigenous pedagogies in their writing and teaching to situate Indigenous identities and knowledge where it has been omitted, to interrogate the systems that appropriate or misarticulate Indigenous knowledge, to actively question spaces where the value and power of Indigenous knowledge is completely disregarded, and to reclaim or create spaces that amplify Indigenous voices and ways of knowing for learners as acts of education sovereignty. This column discusses the concepts of Indigenous literacy, it provides an overview of its practical applications in the US Southwest and the Native American education policies that shape literacy engagement in contemporary learning spaces centering on Indigenous perspectives.

土著人民的识字参与是一种植根于生活经验中的实践,是与我们周围的世界交流和理解世界的深思熟虑的方式。土著识字涉及将土著的认识方式与当代教育方法相融合。长期以来,土著作家和教师在写作和教学中一直使用土著教学法,将土著身份和知识定位在被遗漏的地方,质疑适合或误述土著知识的系统,积极质疑完全忽视土著知识价值和力量的空间,以及回收或创造空间,扩大土著人的声音和学习者的认知方式,作为教育主权的行为。本专栏讨论了土著识字的概念,概述了其在美国西南部的实际应用,以及在当代学习空间中以土著视角塑造识字参与的美国土著教育政策。
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引用次数: 2
“Because I have my phone with me all the time”: The role of device access in developing Singapore adolescents’ critical news literacy “因为我一直带着手机”:设备访问在培养新加坡青少年批判性新闻素养中的作用
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-03-15 DOI: 10.1002/jaal.1281
Chin Ee Loh, Baoqi Sun, Csilla Weninger

Given constant online access to information, critical news literacy, or the ability to access and critically evaluate the news, is essential for adolescents to learn about the world and obtain civic knowledge to participate as national and global citizens. Although there has been much research focusing on how youths critically read and produce media, less attention has been paid to the issue of access as an essential element of news literacy. Drawing on survey data (N = 5732) and focus group discussions (N = 67) with Singapore adolescents aged 13–17 years old, this study examines (1) whether adolescents access the news and if so, via what technologies, and (2) the factors that influence their news access. Findings show that adolescents prefer to read news online and that older adolescents (aged 15–17 years old) read more than younger adolescents (aged 13–14 years old). Factors shaping access to news include technological (portability, personalization, curation, and notifications), social (families, peers, and schools as sponsors), and personal factors (active seeking of news vs. incidental news exposure). Policymakers, scholars, and educators should consider the physical, social, and curatorial dimensions of news reading to implement policies and design practices to encourage news access and exposure. Educators can foster adolescents' motivation to read news by engaging them with news of interest to them, creating opportunities for them to receive the news through their smartphones and other devices, and developing their civic knowledge base.

鉴于不断在线获取信息,批判性新闻素养,或访问和批判性评估新闻的能力,对于青少年了解世界和获得公民知识以作为国家和全球公民参与至关重要。尽管有很多研究关注的是年轻人如何批判性地阅读和制作媒体,但很少关注作为新闻素养基本要素的获取问题。根据调查数据(N=5732)和与13-17岁新加坡青少年的焦点小组讨论(N=67) 这项研究考察了(1)青少年是否接触新闻,如果是,通过什么技术,以及(2)影响他们接触新闻的因素。研究结果显示,青少年更喜欢在网上阅读新闻,而年龄较大的青少年(15-17岁) 岁)阅读量高于年轻青少年(13-14岁) 岁)。影响新闻获取的因素包括技术因素(便携性、个性化、策划和通知)、社会因素(家庭、同龄人和学校作为赞助商)和个人因素(积极寻求新闻与偶然的新闻曝光)。政策制定者、学者和教育工作者应考虑新闻阅读的物理、社会和策展层面,以实施政策和设计实践,鼓励新闻获取和曝光。教育工作者可以通过让青少年参与他们感兴趣的新闻,为他们创造通过智能手机和其他设备接收新闻的机会,以及发展他们的公民知识库,来培养他们阅读新闻的动机。
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引用次数: 0
Exploring heterosexism through participatory theater: An experiment 通过参与式剧场探索异性恋:一项实验
IF 0.9 4区 教育学 Q2 Social Sciences Pub Date : 2023-02-21 DOI: 10.1002/jaal.1279
Toby Emert

Using Augusto Boal's Theater of the Oppressed (1985) playmaking structures, students in an undergraduate education course, Educating for Social Justice, developed forum plays—brief improvisational scenes designed to provoke discussions of power imbalances. The plays focused on “gay rights,” a topic the participants self-selected through guided discussions about injustice. The plays were performed for an English class of tenth-grade high school students. As a mode of investigating the efficacy of this instructional strategy to spur self-reflexivity, data about the college students' experiences were collected during each class session and in subsequent semi-structured group interviews. This article describes the project and the participants' reactions to the invitation to step into the role of ensemble member and play-maker, as well as the development of their critical consciousness about the effects of cultural bias.

利用奥古斯托·博阿尔(Augusto Boal)的《被压迫者剧院》(Theater of the Oppressed,1985)的游戏结构,本科生教育课程“社会正义教育”(education for Social Justice)的学生们开发了论坛剧——旨在引发权力失衡讨论的简短即兴场景。这些戏剧聚焦于“同性恋权利”,这是参与者通过对不公正的引导性讨论自行选择的话题。这些戏剧是为十年级的英语班学生表演的。作为一种调查这种教学策略刺激自我反思的有效性的模式,在每节课和随后的半结构化小组访谈中收集了关于大学生经历的数据。本文描述了该项目和参与者对邀请他们扮演合奏团成员和戏剧制作人的反应,以及他们对文化偏见影响的批判意识的发展。
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引用次数: 0
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Journal of Adolescent & Adult Literacy
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