Developing Advanced Literacy in First and Second Languages Meaning With Power 1st Edition by Mary Schleppegrell, Cecilia Colombi – Ebook PDF Instant Download/Delivery: 0805839836, 9780805839838
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ISBN 10: 0805839836
ISBN 13: 9780805839838
Author: Mary J. Schleppegrell, M. Cecilia Colombi
This book addresses the linguistic challenges faced by diverse populations of students at the secondary and post-secondary levels as they engage in academic tasks requiring advanced levels of reading and writing. Learning to use language in ways that meet academic expectations is a challenge for students who have had little exposure and opportunity to use such language outside of school. Although much is known about emergent literacy in the early years of schooling, much less has been written about the development of advanced literacy as students move into secondary education and beyond. Developing Advanced Literacy in First and Second Languages: Meaning With Power: *brings together work on first and second language acquisition and emphasizes the importance of developing advanced literacy in the first language, such as Spanish for bilingual students, as well as English; *spans a range of theoretical orientations and analytic approaches, drawing on work in systemic functional linguistics, genre theory, and sociocultural perspectives; *addresses the content areas of science, history, and language arts; *provides specific information about genres and grammatical features in these content areas; and *presents suggestions for teacher education. What unites the contributors to this volume is their shared commitment to a view of literacy that emphasizes both the social contexts and the linguistic challenges. The chapters collected in this volume contribute in important ways to research and pedagogy on advanced literacy development for the multilingual and multicultural students in today’s classrooms. This book is particularly useful for researchers and students in language and education, applied linguistics, and others concerned with issues and challenges of advanced literacy development in first and second languages.
Developing Advanced Literacy in First and Second Languages Meaning With Power 1st Table of contents:
1. Theory and Practice in the Development of Advanced Literacy
Literacy as Social Activity
Literacy as Linguistic Activity
Implications for Pedagogical Practice
References
2. Multimedia Semiotics: Genres for Science Education and Scientific Literacy
Why Scientific Multimedia?
Literacy and Social Semiotics
Critical Literacy
The Multimedia Literacy Demands of Scientific Education
Multimedia Genres of Scientific Print Publications
Scientific Literacies and New Multimedia Genres
Conclusions and Initiatives
References
3. The Development of Abstraction in Adolescence in Subject English
Establishing Some Terminology
Narrative Texts
Text 1
Orientation
Complication I Resolution
Closure
Literary Critical Pieces
Opinionated Texts
Conclusion
References
4. Academic Language Development in Latino Students’ Writing in Spanish
The Lexicogrammatical Features of Expository Writing
Conjunction porque (because)
Process causar (to cause)
Prepositional phrase a causa (due to)
Thing causa (cause)
Conclusions
References
5. Writing History: Construing Time and Value in Discourses of the Past
What History?
Whose History?
Marking Time
Abstraction
Cause
Value
Arguing
Mapping Histories
More to History
References
6. Challenges of the Science Register for ESL Students: Errors and Meaning-Making
The Task and Texts
Theory Section: Presenting Ideas
Discussion Section: Evaluating Results
Summary
Second Language Errors
Conclusion
References
7. On the Use of Selected Grammatical Features in Academic Writing
Three Grammatical Features Problematic for ESL Writers
Voice
Existential ‘There’ Constructions
Contrastive Logical Connectors
Conclusion
Acknowledgments
References
8. Literacies, Identities, and Discourses
Discourses
Social Languages
Situated Meanings
Situated Meanings and Discourse Models
The Key Question
A First Example
Political Complications
Another Example
Conclusion
References
9. African American Language and Literacy
The Unique Linguistic Heritage of African Slave Descendants in The United States
African American Language: A Dialect or Separate Language?
Overcoming Linguistic Barriers in Bidialectal African American Communities
References
10. Enhancing the Critical Edge of (L2) Teacher-Education: Some Issues in Advanced Literacy
Critical Pedagogy, Teacher-Education, and Tesol
“Discourse Communities” and “Discourses”
A Discourse Community With a Focus on Texts
A Discourse Community With a Focus on Groups
A Discourse Community With a Focus on Place
Tesol Thought Collectives as Activity Systems with Distributed Cognitions and Situated Learning
Activity Systems
Distributed Cognitions and Situated Learning
Heightening the Metacognitive Skills of Teachers
Making Teachers Aware of How Their Thought Collectives Function as Activity Systems
Having Teachers Recognize How the Activities They Are Engaged in Constitute the Context, and How Cognition Gets Distributed Across Various Components in Their TCs
Having Potential Teachers Recognize “Persistent and Evolving Structures” in Their TCs and Having Them Reflect on Their (Individual and Collective) Roles in the Stability and Growth of These Structures
Having Teachers Articulate Explicit Connections Between Texts, Various Domains of Reference, and Various Teaching-Learning Contexts
Moving into the Larger Picture
References
11. Some Key Factors Affecting English Learners’ Development of Advanced Literacy
Features of Advanced Literacy
Factors Contributing to Successful Advanced Literacy Development
Advanced Literacy in the First Language
Strong Basic Oral English Proficiency
Interaction With SESs
Basic Reading Ability
Input Via Written Text
Attention to Form
Discussion
Conclusion
References
12. Writing to Learn: Science in the Upper-Elementary Bilingual Classroom
Academic Language
Discourse Skills in Science
Teaching the Lab Report
Informal Lab Notes
Formal Lab Notes Which Report on an Experiment
Hypothesizing and Predicting
The Procedures Section
Observing/Collecting Data
The Conclusions Section of the Lab Report
Conclusions and Implications
References
13. Writing Backwards Across Languages: The Inexpert English/Spanish Biliteracy of Uncertified Bilingual Teachers
The Context
Academic Writing: Differences Across Cultures and Transfer Across Languages
Writing Backwards Across Languages: The Dominance of English in Inexpert Biliteracy
Backward Biliteracy: The Writers
Spanish Literacy: Positive Attitudes, Limited Use, and Audience
“Era muy buena escribiendo en mi país”
“En español el único problema es el bendito acento”
“No es lo mismo escribirle a mi esposo, que a un padre hispano, que a un principal”
English Writing: Negative Attitudes, Extensive Use, and Audience
“I feel illiterate in America”
“Es difícil mantenerse en la mente del que lo está leyendo”
Spanish and English Writing: Differences
“El español es más rico, más romántico. El inglés es más directo, más fácil”
“Me parece muy frívolo en inglés cómo se dice”
Backward Biliterate Texts: Spanish and English Essays
Implications for U.S. Schools: Expanding the Discourse Range
References
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Tags: Mary Schleppegrell, Cecilia Colombi, Developing, Advanced