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Contact, Asia, and the Rethinking of Englishes in Multilingual Ecologies
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| 2 |
The contribution of language contact to the emergence of World Englishes
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Lim, Lisa. - : Cambridge University Press, 2020
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Reading and Spelling Intervention in Singaporean Children with Down syndrome
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Lim, Lisa Su Li. - : The University of Sydney, 2016. : Faculty of Health Sciences, 2016
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A case study of adolescent English language learners' literacy practices in an after school tutoring center
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Abstract:
Thesis (Ph. D.)--University of Rochester. Margaret Warner Graduate School of Education and Human Development, 2013. ; This present study explores how 21st century literacies can be developed through the K-12 ELL curriculum by using online communication resources. It also investigates how culturally and linguistically diverse English language learners (ELLs) negotiate their multilayered, dynamic, and fluid meaning-making activities through the 21st century literacies practices in out-of-school settings. The purpose of this study is to understand the culturally rich, relevant out-of-school literacy practices of adolescent ELLs in an after school educational setting using online interactive communication media. These readers and writers in the 21st century are presented with new opportunities as well as challenges (including learning how to use the abundance of new technological tools that are available to develop their literacy skills). At the same time the context of what is required of learners is changing. Thus, these transformations challenge and reshape our understanding of what it means to be literate in our 21st century. In recognition of the importance of 21st century literacies in classrooms, there is a growing body of research documenting how such new technologies are being used and experienced in the classroom. Very little research has been done at the K-12 level, however this is where most English language instruction takes place in the U.S. To fill this research gap, this study will utilize a multiple case study approach through constructivist theoretical perspectives to present a thick description of what literacy practices occur in out-of-school online spaces, and what those literacy practices mean to adolescent ELLs. Multiple data sources were triangulated, including observation fieldnotes, interviews, and artifacts. This study illustrates how to promote culturally and linguistically diverse ELLs' literacy attainment by extending literacy learning opportunities in and out of school. Findings from this study can contribute to the long term challenges of ELL literacy reform efforts by informing (a) the better understanding of ELLs' unique language learning needs, (b) teaching practices, (c) the design of ELL curriculum, and (d) the development of ELL teacher education.
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Keyword:
21st century literacies; Adolescent English language learners; Adolescent literacy practices; After school program; Out-of-school literacy practices; Refugees
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URL: http://hdl.handle.net/1802/27906
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