Del 162 - Second Language Acquisition

Second Language Literacy Pedagogy

A Sociocultural Theory Perspective

Häftad, Engelska, 2023

AvKimberly Buescher Urbanski

529 kr

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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.

Produktinformation

Utgivningsdatum2023-06-23
Mått156 x 234 x 10 mm
Vikt270 g
FormatHäftad
SpråkEngelska
SerieSecond Language Acquisition
Antal sidor170
FörlagMultilingual Matters
ISBN9781800417632

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FiguresTablesAcknowledgementsChapter 1. Introduction - Current State of Second Language Reading Pedagogy and Pedagogical ConcernsChapter 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 DevelopmentChapter 7. Future Developments in Vygotskian Second Language Literacy PedagogyAppendixReferencesIndex

This book is unique in so many ways. It examines both the processes and products of literacy development from a Vygotskian SCT perspective. Instructionally, concept-based learning and a division of labor pedagogy are used. Changes in teacher and peer mediation as well as student verbalizations are shown to lead to the internalization of key literacy concepts. This is a must-read for anyone interested in a Vygotskian perspective of second language literacy development.