Encouraging Second Language Literacy in the Early Grades

Hayes, Nancy; Schrier, Leslie L.

doi:10.2307/346200

Cited by 3 publications

(6 citation statements)

References 5 publications

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“…Thus Hayes and Schrier (2000) have put huge responsibility on concerned authority and experts who determine and implement language policy in any non-native contexts. Selectors in this case may consider the L2 learners' familiar cultural background.…”

Section: Textbooks and Culturementioning

confidence: 99%

Teaching EFL in Saudi Arabian Context: Textbooks and Culture

Aldera

2017

JLTR

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Abstract-This article analysed the impact of foreign (L2) cultures on EFL students in Saudi universities. The investigation has been carried out on the basis of theoretical background study, an analysis of the prescribed textbooks and a survey of the L2 learners' attitudes. The research samples include two course books, Access and Interaction1 published by McGraw-Hill Education, and students of English Department, Najran University, KSA. A thorough analysis of the contents of the series showed that the textbooks largely ignore local culture (L1) and include mainly foreign cultures and cultures of other nationalities. The overall results of the survey demonstrated thatL2 learners disagree with the dominance of foreign culture in their course books. However, they simultaneously showed a very positive attitude towards foreign cultures that do not contradict with Saudi social values. This article, therefore, sought to address the cultural bias in the course books and consequent grassroots discontent among L2 learners. The findings of the study are expected to help both ELT specialists and the concerned authority in KSA to select and design textbooks which are suitable for effective pedagogy and tolerably compatible with L1 values and culture.

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Section: Textbooks and Culturementioning

confidence: 99%

Teaching EFL in Saudi Arabian Context: Textbooks and Culture

Aldera

2017

JLTR

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“…These same principles of immersion in language and print-rich environments apply to learning a new language as well (Hayes & Schrier, 2000).…”

Section: What Teacher-candidates Need To Know About Emergent Literacymentioning

confidence: 90%

“…Holistic language instruction using big books provides learners with integrated experiences in the four language processes-listening, speaking, reading, and writing-and the communication goal directed to interpretive skill development. According to Hayes and Schrier (2000), focus on meaning provides integration of linguistic and cognitive development. Attention is brought "both to what students bring to a text and what they get from it, with an emphasis on reading and writing as thinking processes that require the same kind of problem-solving skills as those required outside of the classroom" (p. 289).…”

Section: Fall 2006mentioning

confidence: 99%

“…Meaning orientation provided students with the opportunity to bring their prior knowledge to a text as well as derive meaning from it. As problem solving, it involved the same type of thinking skills used outside of the classroom and in the learning process as recommended by Hayes and Schrier (2000) for L2 literacy in the early grades.…”

Section: Candidates Report On Using Big Booksmentioning

confidence: 99%

“…Candidates noted that physical interaction during the shared reading with students was invaluable because it made the assignment of making the big book and unit plan authentic and more realistic. According to Hayes and Schrier (2000). "Literacy can be thought of as the ability to recognize, understand, and participate fully in the social relationships among language, self, others, and environment" (p. 288).…”

Section: Candidates Report On Using Big Booksmentioning

confidence: 99%

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Using Big Books: A Standards‐Based Instructional Approach for Foreign Language Teacher Candidates in a PreK–12 Program

Colville-Hall

O'Connor

2006

Foreign Language Annals

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Foreign language teacher candidates learn to bring literacy in second languages (L2s) to children through a standards‐based task in which they develop a thematic instructional unit, implement the lessons in foreign language enrichment classes in an urban school, and reflect on student learning. To teach reading in an L2 requires knowledge of literacy theories, first language (L1) reading practices, L2 reading practices, second language acquisition (SLA), and Standards for Foreign Language Learning (National Standards, 1999). For the last several years, teacher candidates developed “big book” units after studying current literacy theory and practice. The task of designing and implementing a big book and teaching unit afforded them experience that had pedagogical benefits. As they gained knowledge of techniques for learners' acquisition of interpretive skills, candidates expressed the value of their learning experiences and opportunities. These teacher candidates also articulated an appreciation that reading, as a tool within a familiar and meaning‐based context (Curtain & Dahlberg, 2004), is essential in L2 learning.

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Measuring Efficacy of an Online Reading Literacy Program in English- A New Conceptual Framework

Jojo¹,

John²

2021

IJRP

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The objective of this study is to develop a conceptual framework for testing the efficacy of an online reading program, namely, 'Literacy Pro' which was developed by Scholastic Corporation in the US to improve the English reading and comprehension skill of students. The conceptual framework that is developed will also measure the impact of students' performance in international English proficiency exams, such as PISA, PIRLS, TIMSS, and ASSET after they have participated in the online reading literacy program. It is the accurate and timely identification of the students 'at-risk' in reading difficulties so that additional instructions or interventions can be provided. From the measurement perspective, effective screening tools demonstrated high levels of sensitivity in identifying those students who will actually encounter reading difficulties, as well as high levels of specificity in the accurate identification of those students who are not likely to demonstrate reading difficulties. A research instrument is adapted to explore the reading strategies used by the students and recommended by the teachers. Effective reading strategy involves self-directed control of the learning process inside and outside the classroom.

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Encouraging Second Language Literacy in the Early Grades

Cited by 3 publications

References 5 publications

Teaching EFL in Saudi Arabian Context: Textbooks and Culture

Teaching EFL in Saudi Arabian Context: Textbooks and Culture

Using Big Books: A Standards‐Based Instructional Approach for Foreign Language Teacher Candidates in a PreK–12 Program

Measuring Efficacy of an Online Reading Literacy Program in English- A New Conceptual Framework

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