Second Language Literacy Pedagogy

Kimberly Buescher Urbanski

Description

The first application of concept-based language instruction for literacy development

This book provides a detailed and comprehensive design of a new second language literacy pedagogy and the results of implementing this pedagogy in different contexts in order to demonstrate that it is possible to address some long-standing second language (L2) curriculum and literacy development challenges. The author clearly explains the theory behind Vygotskian Sociocultural Theory of Mind and Systemic Functional Linguistics and how they can inform literacy pedagogy in the form of Concept-Based Language Instruction and a Division-of-Labor Pedagogy. By presenting detailed qualitative and quantitative analyses and results of multiple forms of data, the author demonstrates the effectiveness of the pedagogy. In conjunction with background on the intricate and interdependent nature of the concepts needed for second language literacy development, and in contrast with a cognitivist approach to reading pedagogy and research, the author provides all the details necessary for teachers and researchers to appreciate both the theory and how it can be applied to their practice.

Figures

Tables

Acknowledgements

Chapter 1. Introduction - Current State of Second Language Reading Pedagogy and Pedagogical Concerns

Chapter 2. Second Language Reading/Literacy and Pedagogy      

Chapter 3. Vygotskian Second Language Literacy Pedagogy         

Chapter 4. Developing Second Language Narrative Literacy         

Chapter 5. Developing Awareness in Literacy Concepts   

Chapter 6. Tracing Literacy Development

Chapter 7. Future Developments in Vygotskian Second Language Literacy Pedagogy

Appendix

References

Index

Sujets

• Disciplines
• Language Arts
• Sociologie, société et politique
• Linguistics
• Language Acquisition: A Journal of Developmental Linguistics
• SFL
• Professional
• Psycholinguistics
• Postgraduate education
• Lev Vygotsky
• Sociolinguistics
• Language acquisition
• Research
• Postgraduate
• SLA
• Lev Vygotski

Informations

• Publié par: Channel View Publications
• Date de parution: 23 juin 2023
• Nombre de lectures: 0
• EAN13: 9781800417625
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Second Language Literacy Pedagogy
SECOND LANGUAGE ACQUISITION
Series Editors : Professor David Singleton , University of Pannonia, Hungary and Fellow Emeritus, Trinity College, Dublin, Ireland and Professor Simone E. Pfenninger , University of Zurich, Switzerland
This series brings together titles dealing with a variety of aspects of language acquisition and processing in situations where a language or languages other than the native language is involved. Second language is thus interpreted in its broadest possible sense. The volumes included in the series all offer in their different ways, on the one hand, exposition and discussion of empirical findings and, on the other, some degree of theoretical reflection. In this latter connection, no particular theoretical stance is privileged in the series; nor is any relevant perspective – sociolinguistic, psycholinguistic, neurolinguistic, etc. – deemed out of place. The intended readership of the series includes final-year undergraduates working on second language acquisition projects, postgraduate students involved in second language acquisition research, and researchers, teachers and policymakers in general whose interests include a second language acquisition component.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
SECOND LANGUAGE ACQUISITION: 162
Second Language Literacy Pedagogy
A Sociocultural Theory Perspective
Kimberly Buescher Urbanski
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/URBANS7601
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Urbanski, Kimberly Buescher, author.
Title: Second Language Literacy Pedagogy: A Sociocultural Theory Perspective/ Kimberly Buescher Urbanski.
Description: Bristol; Jackson: Multilingual Matters, [2023] | Series: Second Language Acquisition: 162 | Includes bibliographical references and index. | Summary: “This book provides a detailed design of a new second language literacy pedagogy and the results of implementing it in different contexts so as to address literacy development challenges. The author explains the theory behind Vygotskian Sociocultural Theory of Mind and Systemic Functional Linguistics and how they can inform literacy pedagogy”— Provided by publisher.
Identifiers: LCCN 2023002849 (print) | LCCN 2023002850 (ebook) | ISBN 9781800417601 (hardback) | ISBN 9781800417632 (paperback) | ISBN 9781800417625 (epub) | ISBN 9781800417618 (pdf)
Subjects: LCSH: Language and languages—Study and teaching. | Literacy—Study and teaching. | Second language acquisition.
Classification: LCC P53.475 .U73 2023 (print) | LCC P53.475 (ebook) | DDC 407.1—dc23/eng/20230314 LC record available at https://lccn.loc.gov/2023002849
LC ebook record available at https://lccn.loc.gov/2023002850
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-760-1 (hbk)
ISBN-13: 978-1-80041-763-2 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2023 Kimberly Buescher Urbanski.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.
This book is dedicated to Jeff, Maya, Jack, Pat, and Kathy. Thank you for all of your support and love.
Contents
Figures
Tables
Acknowledgements
1 Introduction – Current State of Second Language Reading Pedagogy and Pedagogical Concerns
Purpose, Aim and Scope of the Book
Current Pedagogical Practices
2 Second Language Reading/Literacy and Pedagogy
Introduction
Reading – Ontology and Epistemology
Literacy – Ontology and Epistemology
Specific Reading and Literacy Components
Common Tools and Strategies
Use of the L1 in Pedagogy
Conclusion
3 Vygotskian Second Language Literacy Pedagogy
Introduction
Concept-Based Language Instruction
Division-of-Labor Pedagogy
Details from the Research-Teaching Studies
Research Design
Conclusion
4 Developing Second Language Narrative Literacy
Introduction
Survey Data
Scores on Pre- and Post-Test Summaries for both Mid- and High-Level Texts
Change in Mid-Level Text Summary Scores from Pre- to Post-test
Change in High-Level Text Summary Scores from Pre- to Post-Test
Learners’ Overall Change in Score and Percent Change from Pre- to Post-Test
Learning Potential Scores
Scores on Pre- and Post-Test Summaries for both Mid- and High-Level Texts by Summary Category
Overall Results RS1 and RS2
Conclusion
5 Developing Awareness in Literacy Concepts
Introduction
Verbalizations
Conclusion
6 Tracing Literacy Development
Introduction
Claire’s Perspective on the C-BLI/DOLP Process
Claire’s Understanding of the Concepts and Roles
Change in Mediation
Conclusion
7 Future Developments in Vygotskian Second Language Literacy Pedagogy
Introduction
Discussion
Implications
Limitations
Future Directions
Conclusion
Appendix
References
Index
Figures
Figure 2.1 Indirect mediated activity (adapted from Cole, 1996, adapted from Vygotsky, 1978)
Figure 3.1 Materialization of the L2 Narrative Literacy concept
Figure 3.2 Materialization of the Foundation Concept
Figure 3.3 Materialization of the new Foundation concept (base of image from: https://clipartstation.com/wp-content/uploads/2017/11/building-foundation-clipart-9-300x200.jpg)
Figure 3.4 Materialization 1 of the Organization concept (adapted from Hudson, 2007: 180 as adapted from Mandler, 1987; Graesser et al. , 1996)
Figure 3.5 Materialized representation of the Organization concept
Figure 3.6 Materialization of the Genre concept (created from Byrnes et al. , 2010; Halliday & Hasan, 1989)
Figure 4.1 Graph of mid-level pre- and post-test text summary scores for RS1 and RS2
Figure 4.2 Graph of mid-level pre- and post-test text summary scores for RS3
Figure 4.3 Graph of high-level pre- and post-test text summary scores for RS1 and RS2
Figure 4.4 Graph of high-level pre- and post-test text summary scores for RS3
Figure 4.5 Graph of mid-level pre- and post-test summary scores for the main idea category for RS1 and RS2
Figure 4.6 Graph of high-level pre- and post-test summary scores for the main idea category for RS1 and RS2
Figure 4.7 Graph of mid-level pre- and post-test summary scores for the supporting details category for RS1 and RS2
Figure 4.8 Graph of high-level pre- and post-test summary scores for the supporting details category for RS1 and RS2
Figure 4.9 Graph of mid-level pre- and post-test summary scores for the synthesis category for RS1 and RS2
Figure 4.10 Graph of high-level pre- and post-test summary scores for the synthesis category for RS1 and RS2
Figure 4.11 Graph of mid-level pre- and post-test summary scores for the generalizations category for RS1 and RS2
Figure 4.12 Graph of high-level pre- and post-test summary scores for the generalizations category for RS1 and RS2
Figure 4.13 Graph of mid-level pre- and post-test summary scores for the accuracy category for RS1 and RS2
Figure 4.14 Graph of high-level pre- and post-test summary scores for the accuracy category for RS1 and RS2
Figure 4.15 Graph of all summary scores including instructional texts for RS1 and RS2
Figure 4.16 Graph of mid-level text summary scores including instruction for RS1 and RS2
Figure 4.17 Graph of instructional text summary scores for RS1 and RS2
Tables
Table 3.1 Materialization 2 of the Organization concept
Table 3.2 First distribution of roles in the Division-of-Labor Pedagogy
Table 3.3 Second distribution of roles in the Division-of-Labor Pedagogy
Table 3.4 Third distribution of roles in the Division-of-Labor Pedagogy
Table 3.5 Fourth distribution of roles in the Division-of-Labor Pedagogy
Table 3.6 Goal of the Division-of-Labor Pedagogy
Table 3.7 Level of difficulty rank ordering and word count totals for French texts
Table 4.1 Pre-test summary scores for mid- and high-level texts for RS1 and RS2
Table 4.2 Pre-test summary scores for mid- and high-level texts for RS3
Table 4.3 Post-test summary scores on mid- and high-level text for RS1 and RS2
Table 4.4 Post-test summary scores on mid- and high-level text for RS3
Table 4.5 Mid-level text summary scores for pre- and post-test for RS1 and RS2
Table 4.6 Mid-level text summary scores for pre- and post-test for RS3
Table 4.7 High-level text summary scores for pre- and post-test for RS1 and RS2
Table 4.8 High-level text summary scores for pre- and post-test for RS3
Table 4.9 Rank order of overall gain score and percentage of change for learners from RS1 and RS2
Table 4.10 Rank order of overall gain score and percentage of change for learners from RS3
Table 4.11 Learning Potential Score for mid- and high-level text summaries for RS1 and RS2
Table 4.12 Learning Potential Score for mid- and high-level text summaries for RS3
Table 4.13 Mid- an