Literacy Education

This article explores the integration of creative dance in students' meaning-making processes in the literature classroom. Analytical focus lies on fifth-grade students' interpretations of a poem and how interpretations are created and expressed in creative dance. The material, generated in the pilot study of an educational design research project, was analyzed thematically. A total of three key themes emerged: (1) meaning-making through literary reading, (2) (re)making meaning in dance and literature, and (3) stretching boundaries. Findings suggest that students' literary reading was not represented through dance, but made and remade into new bodily interpretations in the intra-action between dancer and literature. As such, dance can adhere to literature's striving to broaden and create new horizons, and meet readers on an affective level. In conclusion, this article presents principles for integrating creative dance in the literature classroom.

Given the dynamic, global and multimodal character of English in the
21st century, it should be reasonable to expect English language (EL) teaching to accommodate the influences of media and technology on modern communication practices. In Singapore, education policy therefore highlights multiliteracies as one of three foci for the EL classroom. Yet, scant attention has been paid in research and practice to the impact of technology-mediated communication on writing pedagogy. This paper presents the findings of an extensive multiple-case study research project which sought to establish how multiliteracies pedagogy was being utilized in Singaporean secondary teachers’ classrooms and the significant internal and external factors that contributed to classroom practice.

Despite the need for Response to Intervention (RTI) in secondary grades, research is scant with most studies exploring state-level policy guidance and RTI implementation surveys in classrooms. Additionally,
state and federal policy has generally been vague regarding specific information for RTI implementation in literacy. Our national survey reports data on RTI implementation from 209 secondary grade teachers. Response profiles and statistical significance tests were conducted, determining that many secondary level classrooms are using research-based recommendations for RTI implementation and practice across the country. However, significant regional differences exist in how RTI is being resourced and implemented.

Produced initially as introductory lecture materials for economics, and business management students from an Indonesian university on exchange at Kochi University in Japan, this English-language content-based material was produced specifically to be provide discipline-relevant.
The main thrust is to take analogies of historical themes relating to accounting and economic history in the Japanese context and show how Japanese traditional practices and purposes became molded to outside accounting practices and assumptions (mainly from the US) in the century and a half up to the present.

Themes include distinguishing between orthodox and non-orthodox accounting practice. A critical historical account of professional accounting from the top commences the paper, followed by descriptions of how there is a far more extensive institutional basis for people's personal accounting in Japan than in other societies. This partly explains the relatively small number of professional accountants per capita in Japan than other comparable economies. The recent central public initiative for a national tax and welfare process-based identification card system, 'My Number', is explained as a continuation of presumption that people are dependent on institutions being responsible for people's financial and other record-keeping needs, again beyond the extent found in other countries.

Finally, non-orthodox accounting, including Green Accounting and consideration of the crucial roles women traditionally have held especially within the household social and economic unit. In conclusion it is claimed that though Accounting as a profession has figured in people's consciousness in Japan only relatively recently,  traditionally in Japan the same kinds of practices and responsibilities were maintained and held day to day and year-in year out, and to an extent still are.

Low-literacy adult  learners can struggle with language acquisition when they are unfamiliar with formal education. Culturally Responsive Teaching provides alternatives that involve teachers mutually accommodating students' experiences with education in their home countries and using students' "funds of knowledge" to create a curriculum that is learner-centered. In community centers, resettlement agencies and college ESL programs, the Mutually Adaptive Learning Paradigm provides a framework for reaching immigrants, refugees and asylee seekers with limited or interrupted formal education and low-literacy adults.

This paper is long. It is confusing. It breaks most rules of academic writing. At its heart I believe is a look at the socio-cultural constructions of literacy and the contemporary battles surrounding those constructs, from a viewpoint located deep within Postcolonial Theory. Postcolonial Theory not only doubts truth, it measures “truths” through lenses of power.  This is important to me. Education is about power in society, and at the heart of that, a specific notion of literacy, and the power that form of literacy confers on its practitioners, is all about who will have power and who will hold power.

The question of power is particularly important at moments of technological and social change. These changes bring disruption to the power structures in society, and may alter who the “winners” and “losers” are. Thomas Edison, Henry Ford, and Joseph Pulitzer might have had very different life trajectories had not their skills matched with a moment in time. Part of the search in this paper is for an understanding of how changes in communication technology have changed society, and as a result, how concepts of literacy, and the needed structure of literacy education, must be changed.

Educators are expected to take into account students' linguistic experiences when designing literacy instruction. However, official school records traditionally provide limited information about students' linguistic histories. This article presents educators with a linguistic survey that can help bridge this gap. The survey is an easy-to-use classroom resource through which educators can gather information about their students' linguistic experiences. Notably, it is based on ideas about and research on bilingualism that are not traditionally discussed in mainstream literacy education. To illustrate the survey's potential for instruction, the article includes a case study of a 10th-grade student and discusses the implications of the type of information garnered by the survey for literacy pedagogy. As a whole, this article supports educators in making more linguistically informed decisions about literacy instruction.

Abstract:
‘Come let’s conceive hope’ was the punch line of ‘Miracle Fertility and IVF clinic’ in Gurgaon; I see this flyer inside my news paper almost every morning. Yet, all these days I have hardly pay heed to what these clinics were doing! Reading about Amir and Shahrukh’s surrogate child and occasional articles on surrogacy in daily publication did not invoke my thought enough to probe beyond obvious facts, till I probe deeply into the dynamics of commercial surrogacy in India for my research work. I had accepted that, these fertility clinics are doing great job by creating an opportunity for childless parents to experience parenthood!!
Commercial surrogacy is often portrayed as ‘win-win situation’ or depicted as ‘each side is helping other’ or glorified as ‘God’s blessings for poor, needy women’, or ‘Tapasya (penance) to achieve something in life’ but predicament of commercial surrogacy is much beyond all these.  This paper is an attempt to explore the nuances of fertility industry- its economic, social, ethical and legal aspects which put surrogate mother-the key player, in a most vulnerable process called ‘commercial surrogacy’.

Recent migrations show unprecedented characteristics in terms of migratory routes, individual profiles of migrants and condition of isolation in arrival contexts. Combining sociolinguistic and linguistic perspectives, the article reconstructs the forms of linguistic contact between local and migrant populations in one of the main gateways to Europe, Palermo (Italy), and the specific conditions of local language acquisition by newcomers. It is argued that notions of (im)mobility and segregation
must be included in migration-centred linguistic research.

(Segunda edición, 2021)
¿Te gustaría redactar con fluidez un examen, un informe o un trabajo académico? ¿Quieres escribir correos electrónicos eficaces? ¿Te bloqueas al hablar delante de otros? ¿Quieres exponer en público con seguridad y convicción? Este libro de comunicación escrita y oral se dirige a universitarios y a profesionales que quieran expresarse mejor. En él se presentan las claves para dar fluidez a las ideas y para lograr escribir y hablar con claridad, precisión y corrección, incluso con elegancia.
Más info en el link:
https://revistaelua.ua.es/article/view/16634

Many people have not given much thought about the concept of literacy because it is commonly understood in the context of one’s ability to read and write. However, in recent years the idea of literacy has been the subject of rising academic debate because of its evolving nature and the challenge that come with attempts to attach a comprehensive definition. Apparently, the evolving nature associated with literacy means the definitions are not only varied but also differ markedly in terms of the relationship vis-à-vis the purpose and goals of writing and reading. The concept emerges as complex, dynamic, as well as mercurial especially when understood against the backdrop of different environments. Since the concept of literacy is varied in terms of definitions beyond educational confines, it deserves further investigation.

The following report has been commissioned by the International Baccalaureate Organisation to investigate literature related to professional learning practices in language education. It comprises of a systematic review to highlight critical aspects and successful modelling of professional learning (PL) programs in elementary and early years settings. In this report ‘elementary and early years is defined as classroom teaching and learning with students between the approximate ages of 5 to 12.

The overarching research question for this report is:

What current research on teacher professional learning provides evidence of successful implementation of social-semiotically informed social- interactionist approaches to language learning in multi-, bi- and monolingual contexts in elementary and early years classrooms?

While we review literature from a range of theoretical perspectives, we focus on pedagogic practices and professional learning that are informed by socio-cultural orientations to literacy, and especially those underpinned and informed by the social-semiotic theories of systemic functional linguistics (SFL). The overall aim of this report is to identify, select, and synthesise the available literature relating to best practices in implementing social constructivist approaches in teacher professional learning. These findings then inform design principles for professional learning for IB’s diverse language learning contexts.

This thesis contributes to the fields of creative dance and literacy education by developing teaching pedagogies that integrate creative dance into students’ reading and writing processes and by exploring what is produced in the intra-actions between dancing, reading, and writing. The thesis is methodologically conducted as educational design research alongside arts-based research strategies. The research has been conducted by a design team, including a researcher, a dance teaching artist, and two primary school teachers, who integrated creative dance into fifth-grade students’ literacy education in Finland. The thesis is onto-epistemologically positioned within the field of new materialism, and more specifically Karen Barad’s agential realism, which moves beyond an anthropocentric ontology and perceives knowledge as created in relations between human and non-human bodies. The overarching research problem for the thesis is: How can the material-discursive phenomenon of creative dance integration in students’ reading and writing processes be produced and elaborated as intra-active teaching pedagogies?
Four studies were conducted, and these were diffractively (re)read, guided by the research problem. The results demonstrate how creative dance can contribute to literacy education by requiring students to deepen and broaden their reading and writing processes. Moreover, dance broadens literacy by expanding students’ meaning-making regarding materiality, relationality, and embodiment. Based on the results of the four studies, the material-discursive phenomenon of creative dance integration in students’ reading and writing processes can be produced and elaborated as intra-active teaching pedagogies by turning the focus towards problematizing the intra-active relations between the means of making meaning: dancing, reading, and writing. These relations are theorized as dancing/reading/writing in the intra-active teaching pedagogies, which acknowledges that the means of making meaning are entangled. Dancing/reading/writing uses the proposed Dance Literacy Model for Schools as the pedagogical basis and produces and is produced in educational theory/practice, where certain materialities can become performative agents. Moreover, any teacher with knowledge of both creative dance and literacy can implement the intra-active teaching pedagogies. 
The results culminate in 10 performative potentials that make something happen in the teaching, learning, and meaning-making when integrating creative dance in students’ reading and writing processes. The performative potentials include pedagogical focus, teacher and/or artist collaboration, timeframes, space, literary text selection, creativity and authorship, music and rhythm instruments, student collaboration, teacher support, and performing as process. These performative potentials can act as transdisciplinary lenses for literacy education to meet a future that requires 21st century skills such as critical thinking, creativity, and collaboration: creative dance can contribute with new performative potentials to develop literacy education in valuable and meaningful ways from within. Accordingly, dance has the performative potential to change how literacy education is perceived and practiced.
In conclusion, the purpose of the developed intra-active teaching pedagogies is fundamentally to benefit both students and teachers in providing them with meaningful opportunities for teaching and learning, with equal pedagogical emphasis on dancing, reading, and writing. Taken together, both dance and literacy have the potential to contribute to each other in contemporary educational contexts if they are meaningfully combined.

The essay explores the issue of globalization of literacy education research and offers a manifesto to ignite a commitment for a global eclectic for literacy education research. The manifesto's tenets are drawn from an interrogation of the current dominance of a Western-centric orientation, and from the interviews with postcolonial critics, indigenous sages, global and southern scholars.

Definitions of CDL have their genesis in the nexus between sociocultural understandings of literacy, digital literacy and critical literacy. As a result of the 'sociocultural turn' among researchers and educators, conceptualizations about literacy have shifted from something which is the sole domain of schools, to something that takes place everywhere, and from the singular "literacy" to the plural "literacies." This has created space for thinking more broadly about what it means to be literate and reconsidering how literacy educators prepare learners for the literacy demands of adult life (Luke & Freebody, 1999). With the shift to literacies in the plural have come efforts to explore the social and cultural factors associated with new technologies and their relationship to self-making and identity practice (Alvermann, 2004). Early interest in digital literacies tended to focus on the provision of computers and the skills necessary to operationalize this technology (Molnar, 1978). However, the notion that digital literacy is more than the skills which operationalize new technologies has become central to the thinking of those who argue that what we do with the digital is always sensitive to contextual factors and tied to negotiations of identity and self (Alvermann, 2004; Hagood, 2009; Lankshear, Green, & Snyder, 2000). For Bulfin and North (2007), digital literacy practices are never simply at-school or at-home. Rather, they are traced and sourced across our whole lived experiences, and intricately tied to ongoing identity work. Critical dimensions of digital literacies can be understood in terms of the critical movement and its emphasis on education for social change and the emancipatory capacity of schooling (Freire, 1972). Allan Luke defines critical literacy as the "use of the technologies of print and other media of communication to analyze, critique and transform the norms, rule systems and practices governing the social fields of everyday life" (2012b, p. 5). This definition addresses two important aspects of this movement, developing understanding and action. The former is interested in all kinds of technologies, old and new, at-school and out-of-school, and understanding how they are designed and how they position us. The hope is that developing new understandings about how texts are constructed will impact how they are consumed. The latter is focused on the transformational capacity that arises from this new knowledge. It emphasizes the importance of literacies as tools that have the capacity to change power relations between people and systems. Critical digital literacies (CDL), as a broad, descriptive term brings together digital technologies with a dual interest in knowing the world and acting upon the world. As Avila and Pandya state,

This paper addresses what a culturally responsive classroom might look like in the diverse classrooms of the 21st century. Morrell discusses the research base that supports culturally responsive instruction, key competencies in social studies that emerge from this conceptualization of social studies, and practices in elementary, middle and secondary classrooms that illuminate these competencies. Some practices include apprenticing youth as critical historians, employing critical legal studies and critical race theory, teaching economics as social entrepreneurialism, and refashioning American History as a History of the Americas. Ernest also discusses the use of critical media literacy in the social studies classroom and pedagogical practices for a post-pandemic world.

Across the globe, students increasingly use literacies to cross boundaries, locally and globally, virtually and geographically, willingly and involuntarily. They cross these boundaries with versatile linguistic backgrounds that allow them to effectively navigate new school and life worlds. Many students who cross boundaries are students of color who wrestle with what it means to critically read the word and the world even as they grapple with racialization. At the intersection of students' border-crossing, languaging, and racialization are opportunities for understanding how teachers can center race by identifying and leveraging literate assets that immigrant and transnational students of color use to make meaning in and beyond classrooms. In this article, I present a transraciolinguistic approach as an intersectional and critical tool for centering race and racialized language while also addressing border-crossing in students' literacy practice. Recommendations for teachers who wish to foster a transraciolinguistic approach for all students to support critical literacy are discussed. https://ila.onlinelibrary.wiley.com/doi/10.1002/trtr.2073

Both Vietnam and Taiwan were introduced to the Romanized writing systems in the 17th century by Western missionaries. In Vietnam, the Romanized chữ Quốc ngữ system eventually replaced the traditional chữ Nôm and Han characters and became the official national orthography in 1945. However, its counterpart in Taiwan, the Pe̍h-ōe-jī, (Romanized Taiwanese) still has not yet become widespread. Moreover, the later imported Han writing system is used much more widely and has obtained the dominant status in contemporary Taiwan's society. This paper examines the missionary scripts in Vietnam and Taiwan from the persepectives of linguistics and sociolinguistics. The authors finds that what have prevented the Han characters from being replaced by Romanization are socio-political factors, rather than linguistics factors.

Traditional educational contexts often silence the literacies of vulnerable BIPOC youth (Kirkland, 2013; Paris, 2012) and our English classrooms must be reconceptualized to interrupt the cycle of deficit-framed literacy instruction and disproportionate referral to remedial or special education services leading to unjust systems such as the “school-to-prison” pipeline (Sealey-Ruiz, 2011). One asset-based direction is to recognize and center youths’ cultural literacies, specifically their recreational fan activities (Emdin & Adjapong, 2018; Magnifico et al., 2018). In this study, I conducted a social design experiment (K. D. Gutiérrez, 2018) around a high school course with the goal of creating space for “conscious reflective struggle” (Beach, 1999, p. 130) for youth regarding their identities in and across discourses. This course centered participation in and contributions to multiple fandom discourses, supporting youth in developing and navigating complex literacy practices through a disciplinary and metadiscursive lens. My first article is an overview of our social design experiment with a focus on how I collaboratively followed “equity trails” (Gutiérrez & Vossoughi, 2010) in the design. This paper uses empirical data from this study to systematically describe the ways social design experiments disrupt and transform each stage of the research process. My second article is a portrait of Alex—a Puerto Rican cis-female artist and focal student—her meaningful learning trajectories in this acafandom context across activity systems. In this paper I trace form-function shifts in classroom interactions to trace ways that Alex made sense of syncretic literacies (Gutiérrez et al., 2013) and followed trajectories of collateral, encompassing, and mediational transitions (Beach, 1999). Finally, my third article is a nonrepresentational account of the "affective resonances" (Phillips & Killian Lund, 2019) of BIPOC focal youth’s embodied experiences in the classroom. In this paper I listen for ways these youth’s passions were sustained or dampened as they engaged with certain textual communities throughout the semester. These papers show how is possible to design learning ecologies in diverse public school spaces that not only center youth interests but support them extending their passion and navigating critically across conversations that are meaningful to them.

ABSTRACT
This project centred on the stakeholders’ assessment of the level of Kwara State Government involvement in adult literacy programme in Ilorin West Local Government Area. The targeted populations are the organisers and coordinators, instructors and facilitators and the adult learners in the study area with population of 26, 20 and 200, respectively. With the aid of three questionnaires, one hundred and twenty-two samples were randomly selected in the study area—one for the organisers and coordinators, the instructors and the facilitators and the learners. The questionnaire was divided into two sections; section A is on demographic data, while section B comprises separate items for each stakeholder. Frequency counts and percentage distribution were used to analyse the data. The findings show that, though adult education has a resultant effect on learners in Ilorin West Government, the government involvement in adult literacy programme is low. It was recommended that the government should be more involved by paying the instructors and facilitators salaries and the release of their entitlement as at when due; government should try and contribute to the adult literacy programme for the effective running of the programme and proper delivery of instructions, the government should provide incentives and vocational training centres that would help in improving the skills of the literacy programme stakeholders.

The United States has a long history of marginalizing immigrant populations. Anti-immigration laws and ideologies have not only marginalized immigrant populations, but they have shaped the American educational system. Language policies,
curricula, and standardized tests threaten the erasure of immigrant students’ languages, cultures, and identities while favoring and privileging white middle-class ways of learning. This is particularly true for immigrants of color. This piece discusses immigrant identities in school spaces. Specifically, I provide an overview of how immigrant students’ identities are constructed in literacy classrooms through literacy practices.

In this short film, we overview the potential of literacy centres and stations to empower children to self-regulate their learning, differentiate learning and teaching, and extend and deepen content areas learning.  Link to film: https://youtu.be/MJaSLEnfbdU.

ISBN: 978-1-988804-07-1.

Scholars have reached a consensus on the idea that the ideology one adopts in a literacy classroom impacts on the literacy quality and outcomes in children. Therefore, educators build curricular and syllabi based on a particular ideology. Among other ideologies, the Learner-Centred Ideology (LCI) has received attention among scholars and educators because it shifts the focus of the lesson from the teacher to the learners. The Zambian National Literacy Framework (NLF) of 2013 reflects some of the principles of LCI such as defining the role of learners and teachers, incorporating prior knowledge in the lesson, establishing standards and procedures for evaluation and assessment, and providing logistics and materials to facilitate teaching and learning. However, there are challenges that affect the effective implementation of LCI principles in the Zambian situation.

The goal of the present study is to discuss the social functions of five fundamental written genres of schooling and the relative to them structural and lexico–grammatical features: describing, instructing, explaining, arguing and narrating. This [inter]textual analysis, based on the “genre as social process” model, is followed by a proposal for its translation into a pedagogical practice. The main aim of this pro-posal is to bring the relationship between genres and their social contexts into focus and consequentlyto develop a critical genre awareness. A full appraisalof the pro-posed genre analysis and of the various literacy practices developed at its twenty–year implementation in schools is attempted at the end of the study.