In bilingual education, students are taught in two languages. It is distinct from learning a second language as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model. For example, some models focus on providing education in both languages throughout a student's entire education while others gradually transition to education in only one language. The ultimate goal of bilingual education is fluency and literacy in both languages through a variety of strategies such as translanguaging and recasting.
Instructional scaffolding is the support given to a student by an instructor throughout the learning process. This support is specifically tailored to each student; this instructional approach allows students to experience student-centered learning, which tends to facilitate more efficient learning than teacher-centered learning. This learning process promotes a deeper level of learning than many other common teaching strategies.
Critical discourse analysis (CDA) uncovers the hidden meanings embedded in texts and conversations. It analyses the way the language used reinforces power relationships, social hierarchies, and ideologies.
Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture.
"The Death of the Author" is a 1967 essay by the French literary critic and theorist Roland Barthes (1915–1980). Barthes' essay argues against traditional literary criticism's practice of relying on the intentions and biography of an author to definitively explain the "ultimate meaning" of a text. Instead, the essay emphasizes the primacy of each individual reader's interpretation of the work over any "definitive" meaning intended by the author, a process in which subtle or unnoticed characteristics may be drawn out for new insight. The essay's first English-language publication was in the American journal Aspen, no. 5–6 in 1967; the French debut was in the magazine Manteia, no. 5 (1968). The essay later appeared in an anthology of Barthes' essays, Image-Music-Text (1977), a book that also included his "From Work to Text".
Critical literacy is the application of critical social theory to literacy. Critical literacy finds embedded discrimination in media by analyzing the messages promoting prejudiced power relationships found naturally in media and written material that go unnoticed otherwise by reading beyond the author's words and examining the manner in which the author has conveyed their ideas about society's norms to determine whether these ideas contain racial or gender inequality.
Composition studies is the professional field of writing, research, and instruction, focusing especially on writing at the college level in the United States.
Contrastive rhetoric is the study of how a person's first language and his or her culture influence writing in a second language or how a common language is used among different cultures. The term was first coined by the American applied linguist Robert Kaplan in 1966 to denote eclecticism and subsequent growth of collective knowledge in certain languages. It was widely expanded from 1996 to today by Finnish-born, US-based applied linguist Ulla Connor, among others. Since its inception the area of study has had a significant impact on the exploration of intercultural discourse structures that extend beyond the target language's native forms of discourse organization. The field brought attention to cultural and associated linguistic habits in expression of English language.
Recontextualisation is a process that extracts text, signs or meaning from its original context (decontextualisation) and reuses it in another context. Since the meaning of texts, signs and content is dependent on its context, recontextualisation implies a change of meaning and redefinition. The linguist Per Linell defines recontextualisation as:
the dynamic transfer-and-transformation of something from one discourse/text-in-context ... to another.
Multiliteracy is an approach to literacy theory and pedagogy coined in the mid-1990s by the New London Group. The approach is characterized by two key aspects of literacy – linguistic diversity and multimodal forms of linguistic expressions and representation. It was coined in response to two major changes in the globalized environment. One such change was the growing linguistic and cultural diversity due to increased transnational migration. The second major change was the proliferation of new mediums of communication due to advancement in communication technologies e.g. the internet, multimedia, and digital media. As a scholarly approach, multiliteracy focuses on the new "literacy" that is developing in response to the changes in the way people communicate globally due to technological shifts and the interplay between different cultures and languages.
Donna Alvermann is an American educator and researcher in the field of Language and Literacy Education whose work focuses on adolescent literacy in and out of school, inclusive of new media and digital literacies. Her most recent research interest involves developing historical-autobiographical methods for uncovering silences in scholarly writing that mask more than they disclose. She is the Omer Clyde and Elizabeth Parr Aderhold Professor in Education in the Mary Frances Early College of Education at the University of Georgia (UGA). She is also a UGA-appointed Distinguished Research Professor in the Department of Language and Literacy Education.
In language learning research, identity refers to the personal orientation to time, space, and society, and the manner in which it develops together with, and because of, speech development.
A dialogue journal is an ongoing written interaction between two people to exchange experiences, ideas, knowledge or reflections. It is used most often in education as a means of sustained written interaction between students and teachers at all education levels. It can be used to promote second language learning and learning in all areas.
Translanguaging is a term that can refer to different aspects of multilingualism. It can describe the way bilinguals and multilinguals use their linguistic resources to make sense of and interact with the world around them. It can also refer to a pedagogical approach that utilizes more than one language within a classroom lesson. The term "translanguaging" was coined in the 1980s by Cen Williams in his unpublished thesis titled "An Evaluation of Teaching and Learning Methods in the Context of Bilingual Secondary Education". Williams used the term to describe the practice of using two languages in the same lesson, which differed from many previous methods of bilingual education that tried to separate languages by class, time, or day. In addition, Vogel and Garcia argued that translanguaging theory posits that rather than possessing two or more autonomous language systems, as previously thought when scholars described bilingual or multilingual speakers, bilinguals and multilingual speakers select and deploy their languages from a unitary linguistic repertoire. However, the dissemination of the term, and of the related concept, gained traction decades later due in part to published research by Ofelia García, among others. In this context, translanguaging is an extension of the concept of languaging, the discursive practices of language speakers, but with the additional feature of using multiple languages, often simultaneously. It is a dynamic process in which multilingual speakers navigate complex social and cognitive demands through strategic employment of multiple languages.
David Ian Hanauer is Professor of Applied Linguistics/English at Indiana University of Pennsylvania and the Lead Assessment Coordinator for the SEA-PHAGES program at the University of Pittsburgh. He is the editor of the Scientific Study of Literature journal, the official publication of IGEL. Hanauer is an applied linguist specializing in assessment and literacy practices in the sciences and poetic inquiry. He has authored or co-authored over 75 journal articles and book chapters as well as 8 books. Hanauer’s research agenda is typified by the combination of qualitative and quantitative methods, as well as arts-based approaches, and scientific measurement of concepts traditionally considered abstract, such as voice in written text, project ownership and poeticity.
Rosalind Ivanić is a Yugoslav-born British linguist. She is currently an honorary professor at the Department of Linguistics and English Language of Lancaster University, United Kingdom. Her research focuses on applied linguistics with a special focus on literacy, intertextuality, multimodal communication, adult literacy, educational linguistics, critical language awareness, punctuation, and second language writing. Along with Theo van Leeuwen and David Barton, she is considered one of the most prominent researchers on literacy.
The Sydney School is a genre-based writing pedagogy that analyses literacy levels of students. The Sydney School's pedagogy broadened the traditional observation-based writing in primary schools to encompass a spectrum of different genres of text types that are appropriate to various discourses and include fiction and non-fiction. The method and practice of teaching established by the Sydney School encourages corrective and supportive feedback in the education of writing practices for students, particularly regarding second language students. The Sydney School works to reflectively institutionalise a pedagogy that is established to be conducive to students of lower socio-economic backgrounds, indigenous students and migrants lacking a strong English literacy basis. The functional linguists who designed the genre-based pedagogy of the Sydney School did so from a semantic perspective to teach through patterns of meaning and emphasised the importance of the acquisition of a holistic literacy in various text types or genres. ‘Sydney School’ is not, however, an entirely accurate moniker as the pedagogy has evolved beyond metropolitan Sydney universities to being adopted nationally and, by 2000, was exported to centres in Hong Kong, Singapore, and parts of Britain.
Frances Helen Christie, is Emeritus professor of language and literacy education at the University of Melbourne, and honorary professor of education at the University of Sydney. She specialises in the field of systemic functional linguistics (SFL) and has completed research in language and literacy education, writing development, pedagogic grammar, genre theory, and teaching English as a mother tongue and as a second language.
Mary J. Schleppegrell is an applied linguist and Professor of Education at the University of Michigan. Her research and praxis are based on the principles of Systemic Functional Linguistics (SFL), a theory derived from the work of social semiotic linguist Michael Halliday. Schleppegrell is known for the SFL-based literacy practices she has continuously helped to develop for multilingual and English language learners throughout her decades long career, which she began as an educational specialist before transitioning to the field of applied linguistics. As a result, her publications demonstrate a deep understanding of both the theories and practices related to teaching and learning.
Abolitionist teaching, also known as abolitionist pedagogy, is a set of practices and approaches to teaching that emphasize abolishing educational practices considered by its proponents to be inherently problematic and oppressive. The term was coined by education professor and critical theorist Bettina Love.
