Focus on Literacy

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Danling Fu. Focus on Literacy

Acknowledgments

Series Editors’ Preface

Introduction

1. Communicative Competence: Literacy for the 21st Century

Preview

Adopting a Research-informed, Evidence-based Professional Stance

What is Literacy?

21st-Century Communication Goals

Languaging-as-thinking

Second-language Literacy Instruction

Instruction Aimed at Communicative Competence

The Impact of Instructional Choices on Student Understanding

Summary

2. Empowering L2-Literacy Learners

Preview

Second-language Literacy Learners and their Learning Contexts

EFL Language and Literacy Learning Contexts

ESL Language and Literacy Learning Contexts

Local Literacies

Transnational Identity Development for a Glocalized World

Toward Empowerment via a Languaging-as-thinking Stance

Multiliteracies and the Power of Languaging-as-thinking

Summary

3. Literacy Development For Young L2 Learners

Preview

Emergent Literacy for Young L2 learners

Pattern Book Reading and Writing

Supportive Classrooms with Guaranteed Time for Reading And Writing

Explicit Focus Lessons on Language and Literacy Conventions

Connecting Reading and Writing with Students’ Life Experiences

Multimodality and Multiliteracies in Languaging-as-thinking Classrooms

Summary

4. Literacy Development For L2 Adolescent Learners

Preview

Challenges Facing L2 Adolescent Learners

Integrated Instruction for ELLs’ Literacy Development

Differentiated Reading and Writing Instruction

Secondary EFL Literacy Learners

Teaching Reading and Writing in Content Areas

Vocabulary and Language Development through Reading and Writing

Forging 21st-Century Literacy Skills through Multiliteracies

Summary

5. Second-language Literacy Instruction: What We Know Now

Preview

Communicative Competence and Languaging-as-thinking

Research-informed Literacy Instruction for L2 learners

Empowering our Teaching through Teacher Research

Conclusion

Suggestions for Further Reading

Glossary

References

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Words are not sufficient to express how grateful we both are to Nina Spada and Patsy Lightbown, the editors of the Oxford Key Concepts for the Language Classroom series, for giving us the opportunity to write this book and for patiently guiding us through the entire process of contributing to their series. Their insights, encouragement, and sage words of advice were invaluable. We are also grateful to Sophie Rogers and Julia Bell of Oxford University Press, and to Anna Cowper, for their help and support.

We must acknowledge the work of numerous scholars upon whose shoulders this evidenced-based volume rests. A volume of this type would not be possible had they not written about their research, often making the students and teachers they had observed come alive for us. Just as importantly, we would like to thank the numerous teachers who have led us by allowing those researchers into their classrooms or by sharing their instructional efforts directly with us and the second language learners who have provided us with glimpses into their learning processes as they worked to become second-language literate.

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The series includes volumes on topics that are key for second language teachers of school-age children and each volume is written by authors whose research and teaching experience have focused on learners and teachers in this age group. While much has been written about some of these topics, most publications are either ‘how to’ methodology texts with no explicit link to research, or academic works that are designed for researchers and postgraduate students who require a thorough scholarly treatment of the research, rather than an overview and interpretation for classroom practice. Instructors in programs for teachers often find that the methodology texts lack the academic background appropriate for a university course and that the scholarly works are too long, too difficult, or not sufficiently classroom-oriented for the needs of teachers and future teachers. The volumes in this series are intended to bridge that gap.

The books are enriched by the inclusion of Spotlight Studies that represent important research and Classroom Snapshots that provide concrete examples of teaching/learning events in the second language classroom. In addition, through a variety of activities, readers will be able to integrate this information with their own experiences of learning and teaching.

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