EXPLORING LITERACY PRACTICES IN A SECOND LANGUAGE (original) (raw)
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Early second language reading development: An extension of home literacy modes. JLTL, Vol.3, No.1
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ESL Literacy: What's Working, Why and How--Family Literacy
1990
Experiences with family and intergenerational programs in English Second Language (ESL) literacy are reviewed, and factors that contribute 'co their success are discussed. It is suggested that as the notion of literacy expands, conceptual boundaries of the population of learners must expand also. While there is much to be learned from existing program models and procedures, each program must be linked to its own setting and learners. Intergenerational learning necessitates collaboration across formerly separate domains. Practitioners are urged to study a variety cf programs and determine the need for adaptation or reworking to trasfer co another setting, examining options thoroughly and choosing carefully and with an eye to the best use of available resources. Proactive rather than reactive program planning is emphasized. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) A
Frontiers in Language Sciences, 2024
Introduction: This article analyses parents’ and children’s attitudes toward the dierent literacy practices across three dierent contexts (at home, in a community project, and, indirectly, at school) and how they perceive the interaction between these practices and the development of competences in the Heritage Language (HL). We investigate the relevance of family and community, and howmainstreamschool influences the co-construction of literacy practices that aect the development of HL, while at the same time supporting the development of the majority language, and especially in broadening the understanding of the notion of language exposure. Methods: Semi structured interviews with parents and focus groups with children (aged 4–14) were carried out in Munich, Germany, between May 2018 and February 2020.Data fromthe verbal interactions, in a total of 12 h of recorded audio with the parents and 8h with the children, was transcribed and the excerpts were coded in Nvivo. In a firstmoment, a data and theory driven thematic analysis with open data coding was undertaken; subsequently, discourse analysis was used to analyze selected excerpts individually and reconstruct the meaning the participants were attaching to their literacy practices. Three thematic strands were identified. Results: We make the case that exposure to literacy practices in the majority language is interpreted and (re)appropriated by families and communities to support the development of complex and integrated literacy practices involving the dierent languages of children’s repertoires. We shed light on how families construct bilingual input safe spaces at home, i.e., spaces where continuities between formal, informal and non-formal literacy practices in both German and Portuguese are assured. Discussion: The results bring a critical perspective on the ecology of literacy practices and highlight the added value of seeing those practices interconnected holistically from a co-developmental viewpoint. Such interconnectedness has a potential positive impact not only in children’s HL but also in the majority language, and possibly in the languages learnt at school.
1987
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Developing Literacy in Second-Language Learners
Educational Researcher, 2009
Teaching language-minority students to read and write well in English is an urgent challenge in the nation's K-12 schools. Literacy in English is essential to achievement in every academic subject-and to educational and economic opportunities beyond schooling. Compounding this challenge are increasing numbers and diversity of language-minority students. These indicators illuminate the challenge: • A large and growing number of students come from homes where English is not the primary language. In 1979, there were 6 million language-minority students; by 1999, this number had more than doubled to 14 million students. • Language-minority students are not faring well in U.S. schools. For the 41 states reporting, only 18.7 percent of English-language learners scored above the stateestablished norm for reading comprehension (Kindler, 2002). • Whereas 10 percent of students who spoke English at home failed to complete high school, the percentage was three times as high (31 percent) for languageminority students who spoke English and five times as high (51 percent) for language-minority students who spoke English with difficulty (National Center for Education Statistics, 2004). Language-minority students who cannot read and write proficiently in English cannot participate fully in American schools, workplaces or society. They face limited job opportunities and earning power. Nor are the consequences of low literacy attainment in English limited to individual impoverishment. U.S. economic competitiveness depends on workforce quality. Inadequate reading and writing proficiency in English relegates rapidly increasing language-minority populations to the sidelines, limiting the nation's potential for economic competitiveness, innovation, productivity growth, and quality of life.