Reconceptualizing Connections between Language, Literacy and Learning (Educational Linguistics, 39)

Preface
Contents
About the Editors
List of Figures
List of Tables
List of Extracts
Foreword
	1 Foregrounding Literacy, Complicating Boundaries and Binaries
	2 The Singular Significance of Digital Literacies
	3 Literacy and Illiteracy Are Never Neutral
	4 Unmasking and Countering Deficit Ideologies
	5 Literacy and Systemic Inequities, or Is There Any Place for Psychometrics in Literacy Studies?
	6 An Invitation to Readers
	References
Bridging Language, Literacy and Learning
	1 Introduction
	2 The Pair LL, Language and Literacy
	3 The Third L, Learning inside and Outside Institutions
	4 Human Communication and Meaning-Making. Key Dimensions of Mobility
	5 Studies of Bridging Language, Literacy and Learning
	References
Part I: Learning and Boundaries
	Young People’s Emerging Multilingual Practices: Learning Language or Literacy, or Both?
		1 Introduction
		2 Language as a System and as a Resource
		3 Literacy Practices and Language
		4 Data from Two Research Projects
		5 Connecting Literacy Practices and Language Learning/ Use
			5.1 Data Set 1: Young People’s Literacy Practices
			5.2 Data Set 2: Multilingual Sámi Children Conceptualizing Language
		6 Discussion
		References
	The Anatomy of Learning a Foreign Language in Classroom with a Textbook: An Interactional and Multimodal Approach
		1 Introduction
		2 The Institutional Aspects of Learning a Foreign Language with a Textbook: The Textbook-as-a-Plan and the Textbook-as-Situated-Action
		3 Conversation Analysis and Classroom Interaction
		4 The Data
		5 Reconstructing and Making Visible the Foreign Language Being Learnt: An Ethnomethodological Approach of Learning
		6 The Classroom Spaces and Tasks
			6.1 Reconfiguring the Interactional Space by Initiating a Correction
			6.2 Embodied Transition from Reading Aloud to Spelling-Writing on the Board
				6.2.1 Initiating the Reading Aloud
				6.2.2 Projecting the Action of Writing on the Board
				6.2.3 A Moment of Wavering When Orienting the Next Task Toward the Board
				6.2.4 Initiating the Task of Spelling/Writing on the Board
		7 Correcting the Spelling of a Verb While Writing It on the Board
			7.1 Writing on the Board Under Dictation
			7.2 Creating a Visual Resource for Explaining a Grammatical and a Reading Rule
				7.2.1 Initiating the Construction of the Grammatical Rule
				7.2.2 Multimodally Co-constructing a Reading-Rule
		8 Conclusion
		References
	“No, I’m Not Reading”: How Two Language Learners Enact Their Investments by Crossing and Blurring the Boundaries of Literacy and Orality
		1 Introduction
		2 Intersections of Orality and Literacy
		3 Dynamic and Multiple Learner Investments
		4 Context, Data Collection, and Analysis
			4.1 Clearwater High School
			4.2 Data Collection and Analysis
		5 Findings and Discussion
			5.1 Writing-Speaking to Get Things Done
			5.2 Writing-Speaking as Opportunity and Challenge
			5.3 Enacting Multiple Investments Through Multiple Mand Blurred Modalities
		6 Conclusions and Implications
		References
	Learning Languaging Matters. Contributions to a Turn-on-Turn Reflexivity
		1 Introduction
		2 Alternative Epistemologies and Unpacking Turns
		3 Reconfiguring Center-Periphery Dynamics and Tensions
			3.1 Boundaries, Hybridity and Intersectionality
			3.2 The Nature of Unit-of-Analysis – The Four W’s of Language and Learning
			3.3 Moving Conceptualizations of Languaging and Learning. Norms and Othering in Educational Settings
		4 Learning Languaging Matters
		References
Part II: Examining Different Constructed Connections
	An Odd Couple? Literacy and Multilingualism in Day Care Centers
		1 Introduction
		2 The Special Educational Focus
			2.1 Construction of Categorizations
			2.2 Language Conceptualization
		3 The Bilingual Focus
			3.1 Construction of Categorizations
			3.2 Language Conceptualization
		4 The Literacy-Oriented Focus
			4.1 Construction of Categorizations
			4.2 Language Conceptualization
		5 Conclusion and Discussion
		References
	Treading Semiotic Paths in Multilingual Literacy Learning: Challenging Ideological Conceptualizations of Language and Literacy in Education
		1 ‘The Child Normally Understands the Spoken Language’
		2 The Study Signs of Language and the Educational Context
		3 Is it Normal to Understand Danish? The Dialogical Construction of Proficiency
		4 The Construction of Proficiency and Future Possibilities: Three Voices
		5 A Need for a Deconstruction: Models and Multilingualism
		6 Literacy Learning as Social Semiosis
		7 Creating Paths across Languages and Modes – Concluding Remarks
		References
	“Making It Your Own by Adapting It to What’s Important to You”: Plurilingual Critical Literacies to Promote L2 Japanese Users’ Sense of Ownership of Japanese
		1 Introduction
		2 The Current Study
			2.1 Critical Literacy in FL
			2.2 Valorizing Students’ Repertoires and Promoting Mobilization of Their Resources
			2.3 Setting and Participants
			2.4 Course Design
			2.5 Two Texts
			2.6 Implementation of Plurilingual Critical Literacies Pedagogy
			2.7 Data and the Foci of Analyses
		3 Findings
			3.1 Classroom Interaction
			3.2 Written Reflections on Ownership of Language
			3.3 Retrospective Interviews
		4 Discussions and Conclusion
			4.1 Plurilingual Practice and Students’ Understanding of Ownership of Language
			4.2 Appropriating the L2
			4.3 Concluding Remarks
		References
Part III: Navigating New Linguistic Resources
	Adjustment and Autonomy in Novice Second Language Writing: Reconceptualizing Voice in Language Learning
		1 Introduction
		2 Theoretical Approaches to Understanding Voice Development in L2 Learning
			2.1 Writing as Dialogue and Meaning Making
			2.2 Voice in Research and Education
		3 Analytical and Operational Approaches to the Study of Voice in This Study
			3.1 Intertextuality and Appraisal
			3.2 Operationalizing the Notion of Voice
		4 The Students, the Writing Context, and the Texts
		5 Operationalizing the Analytical Tools
		6 Analysis
			6.1 Nassir
			6.2 Saynab
		7 Discussion
		References
	Rhizomes in Action: International Multilingual Student Writers’ Literacies
		1 Introduction
		2 Symbolic Nature of Language
		3 Multilingual Rhizomatic Literacies
		4 Academic Mobility
		5 Methodology
			5.1 Research Context
			5.2 Research Participants
		6 Rhizome In-Action: Pilar
			6.1 Life-Changing Literacies
		7 Rhizome In-Action: Jade
			7.1 Life-Changing Literacies
		8 Discussion
			8.1 Engaged with Borderlands: Audiences and Purposes
			8.2 Engaged with Borderlands: Agency and Power
			8.3 Implications
		Appendix: Description of Conversation Analysis (CA) Conventions
		References
	Visual Representations of English Language Learning and Literacy in Greece
		1 Introduction
		2 Theoretical Background
		3 Methods
			3.1 Participant Selection and Data Collection
			3.2 Data Analysis
		4 Findings
			4.1 Intersections Between English and Global Forms of Popular Culture and Media in Teenagers’ Visual Data
			4.2 Formal English Language Learning and Literacy in Visual Data
			4.3 Formal Literacy and Learning ‘Leaking’ into Visual Data Related to Teenagers’ Out-of-School Interests
		5 Conclusion
		References
	Language Learning and Literacy: The Multilingual Subject in Narratives of Older Immigrant Refugee Women
		1 Introduction
		2 Literacy as Social Practice
		3 Methodology
			3.1 The Narratives
			3.2 The Participants
		4 The Multilingual Subject: Orienting Towards Language Learning and Literacy in Narrative Discourse
			4.1 Positioning Work
			4.2 Literacy
			4.3 Learning
			4.4 Embodiment
		5 Discussion and Conclusion
		References
Afterword
Reference