Pub Date : 2022-01-01DOI: 10.1007/978-3-030-80072-7
{"title":"Handbook of Literacy in Diglossia and in Dialectal Contexts","authors":"","doi":"10.1007/978-3-030-80072-7","DOIUrl":"https://doi.org/10.1007/978-3-030-80072-7","url":null,"abstract":"","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84780546","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}
Much of the debate on the teaching and learning of English and academic writing occurs largely from Eurocentric or Western perspectives on local contexts. This paper explores the role of the local English as a Second Language (ESL) teacher in transforming the way English for Academic Purposes is taught and learnt, particularly in higher education settings in Malaysia. In order to challenge Western notions, ESL teachers need to know their local contexts and students well enough in order to explain the complexities that arise within an education system that is continually shaped by historical and socio-political shifts in the country. The purpose of this paper is to inform ESL and academic writing teacher-researchers that it is possible to transform practice by paying close attention to the complexities of socio-cultural conditions. Using action research methodology, the case study presented here illuminates and exemplifies the recognition and explicit inclusion of socio-cultural conditions within academic literacies in a tertiary English language class for engineering, computing and business discipline students in a Malaysian university. Three narratives are critically selected using the Critical Incidents Technique and examined from a pool of qualitative data which comprised student letters, student interviews and teacher diaries. Green’s typology of operational, cultural and critical dimensions of literacy events is used to analyse how socio-cultural conditions within and beyond the classroom can affect the kinds of literacy which are identified by the teacher and used to improve student engagement and performance in the language besides enhancing the quality of teaching and learning academic writing. Findings reveal the need for greater leadership support for grass root level decision-making by the ESL teacher and a deeper understanding of the use of mediation as a tool to maximize social interaction. Even traditionally used teaching materials for language teaching can be brought into connection with broader genres and conceptual ideas by focusing on social interaction in classes. An extensive use of the English language through social interaction with explicit attention to social and cultural ESL contexts proves to be a highly significant means to aid the rapid development of students’ English language learning, so that students can be better prepared to meet global challenges.
{"title":"TRANSFORMING PRACTICE THROUGH AN UNDERSTANDING OF SOCIO – CULTURAL CONDITIONS IN THE CLASSROOM","authors":"Alison Abraham","doi":"10.5130/LNS.V28I1.7017","DOIUrl":"https://doi.org/10.5130/LNS.V28I1.7017","url":null,"abstract":"Much of the debate on the teaching and learning of English and academic writing occurs largely from Eurocentric or Western perspectives on local contexts. This paper explores the role of the local English as a Second Language (ESL) teacher in transforming the way English for Academic Purposes is taught and learnt, particularly in higher education settings in Malaysia. In order to challenge Western notions, ESL teachers need to know their local contexts and students well enough in order to explain the complexities that arise within an education system that is continually shaped by historical and socio-political shifts in the country. The purpose of this paper is to inform ESL and academic writing teacher-researchers that it is possible to transform practice by paying close attention to the complexities of socio-cultural conditions. Using action research methodology, the case study presented here illuminates and exemplifies the recognition and explicit inclusion of socio-cultural conditions within academic literacies in a tertiary English language class for engineering, computing and business discipline students in a Malaysian university. Three narratives are critically selected using the Critical Incidents Technique and examined from a pool of qualitative data which comprised student letters, student interviews and teacher diaries. Green’s typology of operational, cultural and critical dimensions of literacy events is used to analyse how socio-cultural conditions within and beyond the classroom can affect the kinds of literacy which are identified by the teacher and used to improve student engagement and performance in the language besides enhancing the quality of teaching and learning academic writing. Findings reveal the need for greater leadership support for grass root level decision-making by the ESL teacher and a deeper understanding of the use of mediation as a tool to maximize social interaction. Even traditionally used teaching materials for language teaching can be brought into connection with broader genres and conceptual ideas by focusing on social interaction in classes. An extensive use of the English language through social interaction with explicit attention to social and cultural ESL contexts proves to be a highly significant means to aid the rapid development of students’ English language learning, so that students can be better prepared to meet global challenges.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81747908","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 presents a case for the inclusion of human-animal relationships as a focus for literacy education. It outlines the ways in which language is implicated in human alienation from nature in a modern technology-focused life, and discusses the effects of nature-deficit disorder on human well-being. It calls for an ‘entangled pedagogy’ that attends to stories of local wildlife, and points to the importance of such a pedagogy for particular groups of literacy learners, including international students, new migrants and recent refugees, who may be unfamiliar with the flora and fauna of their new environment. As an example of entangled pedagogy the paper presents ideas for literacy lessons based on the iconic Australian magpie whose relationship with humans is, at times, problematic.
{"title":"Human-Animal Relationships in Literacy Education","authors":"R. Appleby","doi":"10.5130/lns.v28i1.6958","DOIUrl":"https://doi.org/10.5130/lns.v28i1.6958","url":null,"abstract":"This paper presents a case for the inclusion of human-animal relationships as a focus for literacy education. It outlines the ways in which language is implicated in human alienation from nature in a modern technology-focused life, and discusses the effects of nature-deficit disorder on human well-being. It calls for an ‘entangled pedagogy’ that attends to stories of local wildlife, and points to the importance of such a pedagogy for particular groups of literacy learners, including international students, new migrants and recent refugees, who may be unfamiliar with the flora and fauna of their new environment. As an example of entangled pedagogy the paper presents ideas for literacy lessons based on the iconic Australian magpie whose relationship with humans is, at times, problematic.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89340933","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 : 2020-06-10DOI: 10.1007/978-3-030-44195-1
Wesley A. Hoover, W. Tunmer
{"title":"The Cognitive Foundations of Reading and Its Acquisition","authors":"Wesley A. Hoover, W. Tunmer","doi":"10.1007/978-3-030-44195-1","DOIUrl":"https://doi.org/10.1007/978-3-030-44195-1","url":null,"abstract":"","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78932952","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 is an invited paper based on the keynote presentation that Professor Ralf St Clair made at the 2019 Australian Council for Adult Literacy Conference in Sydney, Australia on 4 October.
{"title":"What we do with words, and what they do with us","authors":"R. St. Clair","doi":"10.5130/lns.v27i1.6959","DOIUrl":"https://doi.org/10.5130/lns.v27i1.6959","url":null,"abstract":"This is an invited paper based on the keynote presentation that Professor Ralf St Clair made at the 2019 Australian Council for Adult Literacy Conference in Sydney, Australia on 4 October.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86603084","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}
{"title":"Numeracy as Social Practice: Global and Local Perspectives","authors":"Keiko Yasukawa, Jeff Evans","doi":"10.5130/lns.v27i1.6962","DOIUrl":"https://doi.org/10.5130/lns.v27i1.6962","url":null,"abstract":"Edited by Keiko Yasukawa, Alan Rogers, Kara Jackson and Brian Street \u0000Routledge, London and New York, 2018, 260 pages. \u0000ISBN 9781138284449","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80266010","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}
'Hinatore: upskilling Maori and Pacific workplace learners' research project investigated the development of employees who undertook literacy and numeracy programmes in their workplaces, during work time. This paper describes the findings from the project in relation to the processes used in the programmes and outcomes for these employees in eight workplaces. It describes ako (teaching and learning processes); mahi (work), how workplaces support learning and employees' changed ways of working after a programme; and how learning is taken into and contributes to whanau/aiga (family) lives.
{"title":"Hīnātore: Upskilling Māori and Pacific Workplace Learners","authors":"Anne Alkema","doi":"10.5130/lns.v27i1.6833","DOIUrl":"https://doi.org/10.5130/lns.v27i1.6833","url":null,"abstract":"'Hinatore: upskilling Maori and Pacific workplace learners' research project investigated the development of employees who undertook literacy and numeracy programmes in their workplaces, during work time. This paper describes the findings from the project in relation to the processes used in the programmes and outcomes for these employees in eight workplaces. It describes ako (teaching and learning processes); mahi (work), how workplaces support learning and employees' changed ways of working after a programme; and how learning is taken into and contributes to whanau/aiga (family) lives.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"13 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85910200","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}
Recent government initiatives have required universities to include specific literacy and numeracy targets for the students. The authors – both members of the English discipline at Charles Sturt University – were invited to develop and run a two-semester program for all students studying to become early childhood, primary, and secondary teachers. This article outlines the nature of the two subjects which comprise the program: the first focused on reading and comprehension, the second on writing and composition. These subjects were conceived from collegial dialogues between academics in education and the humanities, and then developed from these different assumptions and starting points. Over the last five years, the shared experiences of teaching these prospective teachers has grown into a strongly coherent first year of study. This article seeks the describe the experiences of teaching literacy to first-year education students, and it is by turns hypothesising and speculative, reflective and qualitative, in its approach. In the process, this article offers colleagues across the country a reflection on the hypotheses of literacy education, some new ideas for teaching literacy, and some optimism for the future of the teaching profession, and the dignity of those who aspire to be a part of it.
{"title":"Teaching University Students to Read and Write","authors":"Russell Daylight, J. O'Carroll","doi":"10.5130/lns.v27i1.6672","DOIUrl":"https://doi.org/10.5130/lns.v27i1.6672","url":null,"abstract":"Recent government initiatives have required universities to include specific literacy and numeracy targets for the students. The authors – both members of the English discipline at Charles Sturt University – were invited to develop and run a two-semester program for all students studying to become early childhood, primary, and secondary teachers. This article outlines the nature of the two subjects which comprise the program: the first focused on reading and comprehension, the second on writing and composition. These subjects were conceived from collegial dialogues between academics in education and the humanities, and then developed from these different assumptions and starting points. Over the last five years, the shared experiences of teaching these prospective teachers has grown into a strongly coherent first year of study. This article seeks the describe the experiences of teaching literacy to first-year education students, and it is by turns hypothesising and speculative, reflective and qualitative, in its approach. In the process, this article offers colleagues across the country a reflection on the hypotheses of literacy education, some new ideas for teaching literacy, and some optimism for the future of the teaching profession, and the dignity of those who aspire to be a part of it.","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"8 1","pages":"1-19"},"PeriodicalIF":0.0,"publicationDate":"2020-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88093969","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 : 2020-01-01DOI: 10.1007/978-3-030-55152-0_2
Hye K. Pae
{"title":"The Emergence of Written Language: From Numeracy to Literacy","authors":"Hye K. Pae","doi":"10.1007/978-3-030-55152-0_2","DOIUrl":"https://doi.org/10.1007/978-3-030-55152-0_2","url":null,"abstract":"","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75663910","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 : 2020-01-01DOI: 10.1007/978-3-030-55152-0_9
Hye K. Pae
{"title":"Neurolinguistic Evidence for Script Relativity","authors":"Hye K. Pae","doi":"10.1007/978-3-030-55152-0_9","DOIUrl":"https://doi.org/10.1007/978-3-030-55152-0_9","url":null,"abstract":"","PeriodicalId":52030,"journal":{"name":"Literacy and Numeracy Studies","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77257816","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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