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Handbook of Arabic Literacy

Handbook of Arabic Literacy Author Elinor Saiegh-Haddad
ISBN-10 9789401785457
Release 2014-04-03
Pages 422
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This book provides a synopsis of recently published empirical research into the acquisition of reading and writing in Arabic. Its particular focus is on the interplay between the linguistic and orthographic structure of Arabic and the development of reading and writing/spelling. In addition, the book addresses the socio-cultural, political and educational milieu in which Arabic literacy is embedded. It enables readers to appreciate both the implications of empirical research to literacy enhancement and the challenges and limitations to the applicability of such insights in the Arabic language and literacy context. The book will advance the understanding of the full context of literacy acquisition in Arabic with the very many factors (religious, historical, linguistic etc.) that interact and will hence contribute to weakening the anglocentricity that dominates discussions of this topic.



Al Arabiyya

Al  Arabiyya Author Mohammad T. Alhawary
ISBN-10 9781626165175
Release 2017-11-01
Pages 224
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Al-'Arabiyya is the annual journal of the American Association of Teachers of Arabic and serves scholars in the United States and abroad. Al-cArabiyya includes scholarly articles and reviews that advance the study, research, and teaching of Arabic language, linguistics, literature, and pedagogy.



Learning to Read across Languages and Writing Systems

Learning to Read across Languages and Writing Systems Author Ludo Verhoeven
ISBN-10 9781108210454
Release 2017-10-12
Pages
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Around the world, children embark on learning to read in their home language or writing system. But does their specific language, and how it is written, make a difference to how they learn? How is learning to read English similar to or different from learning in other languages? Is reading alphabetic writing a different challenge from reading syllabic or logographic writing? Learning to Read across Languages and Writing Systems examines these questions across seventeen languages representing the world's different major writing systems. Each chapter highlights the key features of a specific language, exploring research on learning to read, spell, and comprehend it, and on implications for education. The editors' introduction describes the global spread of reading and provides a theoretical framework, including operating principles for learning to read. The editors' final chapter draws conclusions about cross-linguistic universal trends, and the challenges posed by specific languages and writing systems.



Language Ethnography and Education

Language  Ethnography  and Education Author Michael Grenfell
ISBN-10 9781136860850
Release 2013-06-17
Pages 232
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"This frontline volume contributes to the social study of education in general and literacy in particular by bringing together in a new way the traditions of language, ethnography, and education. Integrating New Literacy Studies and Bourdieusian sociology with ethnographic approaches to the study of classroom practice, it offers an original and useful reference point for scholars and students of education, language, and literacy wishing to incorporate Bourdieu's ideas into their work. The book develops and unfolds dialogically across three sections: Bridging New Literacy Studies and Bourdieu - Principles; Language, Ethnography and Education - Practical Studies; Working at the Intersections - In Theory and Practice. The authors posit 'Classroom Language Ethnography' as a genuinely new perspective with rich and developed traditions behind it, but distinct from conventional approaches to literacy and education -- an approach that bridges those traditions to yield fresh insights on literacy in all its manifestations, thereby providing a pathway to more robust research on language in education"--Provided by publisher.



Children s Literacy Development

Children s Literacy Development Author Catherine McBride-Chang
ISBN-10 9781444144680
Release 2014-02-04
Pages 224
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This introduction to child literacy development looks at the subject from an international perspective and is appropriate for students and professionals across a wide-range of disciplines.



Storytelling in Early Childhood

Storytelling in Early Childhood Author Teresa Cremin
ISBN-10 9781317394136
Release 2016-12-08
Pages 224
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Storytelling in Early Childhood is a captivating book which explores the multiple dimensions of storytelling and story acting and shows how they enrich language and literacy learning in the early years. Foregrounding the power of children’s own stories in the early and primary years, it provides evidence that storytelling and story acting, a pedagogic approach first developed by Vivian Gussin Paley, affords rich opportunities to foster learning within a play-based and language-rich curriculum. The book explores a number of themes and topics, including: the role of imaginary play and its dynamic relationship to narrative; how socially situated symbolic actions enrich the emotional, cognitive and social development of children; how the interrelated practices of storytelling and dramatisation enhance language and literacy learning, and contribute to an inclusive classroom culture; the challenges practitioners face in aligning their understanding of child literacy and learning with a narrow, mandated curriculum which focuses on measurable outcomes. Driven by an international approach and based on new empirical studies, this volume further advances the field, offering new theoretical and practical analyses of storytelling and story acting from complementary disciplinary perspectives. This book is a potent and engaging read for anyone intrigued by Paley’s storytelling and story acting curriculum, as well as those practitioners and students with a vested interest in early years literacy and language learning. With contributions from Vivian Gussin Paley, Patricia ‘Patsy‘ Cooper, Dorothy Faulkner, Natalia Kucirkova, Gillian Dowley McNamee and Ageliki Nicolopoulou.



Handbook of International Large Scale Assessment

Handbook of International Large Scale Assessment Author Leslie Rutkowski
ISBN-10 9781439895122
Release 2013-11-12
Pages 647
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Technological and statistical advances, along with a strong interest in gathering more information about the state of our educational systems, have made it possible to assess more students, in more countries, more often, and in more subject domains. The Handbook of International Large-Scale Assessment: Background, Technical Issues, and Methods of Data Analysis brings together recognized scholars in the field of ILSA, behavioral statistics, and policy to develop a detailed guide that goes beyond database user manuals. After highlighting the importance of ILSA data to policy and research, the book reviews methodological aspects and features of the studies based on operational considerations, analytics, and reporting. The book then describes methods of interest to advanced graduate students, researchers, and policy analysts who have a good grounding in quantitative methods, but who are not necessarily quantitative methodologists. In addition, it provides a detailed exposition of the technical details behind these assessments, including the test design, the sampling framework, and estimation methods, with a focus on how these issues impact analysis choices.



The RoutledgeFalmer Reader in Language and Literacy

The RoutledgeFalmer Reader in Language and Literacy Author Teresa Grainger
ISBN-10 0415327679
Release 2004
Pages 309
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In this essential collection of readings, Teresa Grainger provides carefully chosen journal articles and chapters that offer significant and serious insights into the changing face of literacy. The twenty-five contributors all adopt a broad conception of literacy and contemporary literacy practices and recognise that the world of language and literacy is in a constant state of transition and transformation. Together, the authors examine the past, the present and the future of literacy and celebrate the interests and expertise of the learners. They acknowledge that the textual environments of today are complex and fluid, shaped by the rapid emergence of new technologies and the influential nature of popular culture. Children's engagement with multiple forms of text is also highlighted, including the oral, the visual, the electronic and the written. In addition, issues of pedagogy are explored, through the voices of teachers, parents and children. Many chapters offer particular perspectives based on classroom experience, reflection and smaller scale studies The contributors here perceive a common and urgent need to acknowledge diverse forms of living literacy and to redesign the curriculum accordingly. With an inspiring introduction and postscript by the Editor, this Reader is an invaluable and accessible companion for all students of literacy.



Handbook of Early Childhood Literacy

Handbook of Early Childhood Literacy Author Nigel Hall
ISBN-10 0761974377
Release 2003-12-06
Pages 436
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`This volume examines early literacy research on a global scale, and puts social, cultural and historical analyses in the front seat, without losing sight of individual and family-level matters in the process. It is comprehensive, ground-breaking, and provocative and should help literacy researchers to think differently about the field' - Marjorie Faulstich Orellana School of Education and Social Policy, Northwestern University `No other publication that I am aware of brings together views from such diverse disciplines, contributing to a comprehensive statement about early childhood literacy. The Handbook not only reviews the current field of situated literacy but presents some important and exciting new research. It is a significant resource which promises to become a landmark text' - Eve Bearne, University of Cambridge, Faculty of Education `This Handbook brings together an astonishing array of writers who explore contemporary political, cultural and cognitive understandings of early childhood literacy. Literacy and literacy acquisition are broadly defined here to encompass not just traditional notions of reading and writing, but multimodalities, multiliteracies, and critical literacies... It is rich and comprehensive, an invaluable resource for scholars, educators, and students of early childhood literacy' - Elsa Auerbach, Professor of English, University of Massachusetts, Boston `This book is unique in its broad consideration of topics and its global focus... I particularly appreciate how the Editors have situated current research in an historical context. They have also included development issues, pedagogy, research, and the newest areas of interest - critical literacy and popular culture' - Diane Barone, University of Nevada, Reno `The editors and their contributors place a strong emphasis on literacy as a social practice that occurs outside school settings. This broad interpretation is a healthy counter-blast to the current political views and legislation in many developed countries and should be welcomed by practitioners. Another very welcome dimension is the 'can do' approach that celebrates young children's literacy achievements... This is an informative and insightful text for researchers and students to dip into and think about for some years to come' - Marian Whithead writing in Nursery World `An inspired and stimulating read aimed at researchers, academics, professionals and students in the fields of early years education and research and early childhood literacy. It will also be of interest to those working in other disciplines such as cultural studies and sociology. I think this collection of work by the range of authors, some of which are the most distinguished and renowned in the field, not only represents real value for money but also makes an essential, in-depth, perceptive and invaluable contribution to this relatively new and dynamic field. It offers some cutting edge, contemporary and exciting material combined with well founded wisdom and indeed, excellent sources for further reading' - British Journal of Educational Studies In recent years there has been a virtual revolution in early childhood studies, with a mass of books and papers seeking to re-examine and reposition childhood. At the same time an equally significant area has developed within literacy studies, reflecting a growing interest in the nature of literacy as a socially situated phenomenon. There is increased interest in literacy as a multimodal concept in which symbolic meaning is a central concept, rather than more conventional and narrower notions of literacy. The Handbook of Early Childhood Literacy is central in providing access to all these different perspectives. The Handbook offers a way through the vast diversity of publications on early childhood literacy by providing comprehensive and up-to-date reviews of research and thinking in early childhood literacy. The arrangement of chapters reflects a contemporary perspective on research into early childhood literacy. Major sections include: the global world of early childhood literacy; childhood literacy and family, community and culture; the development of literacy in early childhood; pedagogy and early childhood literacy and researching early childhood literacy. Contributions by leading authorities focus on literacy as a socially situated and global experience, one that is evolving in relation to changes in contemporary culture and technological innovation.



World Literacy

World Literacy Author John W. Miller
ISBN-10 9781317437970
Release 2016-01-29
Pages 228
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International literacy assessments have provided ample data for ranking nations, charting growth, and casting blame. Summarizing the findings of these assessments, which afford a useful vantage from which to view world literacy as it evolves, this book examines literate behavior worldwide, in terms of both the ability of populations from a wide variety of nations to read and the practice of literate behavior in those nations. Drawing on The World’s Most Literate Nations, author Jack Miller’s internationally released study, emerging trends in world literacy and their relationships to political, economic, and social factors are explored. Literacy, and in particular the practice of literate behaviors, is used as a lens through which to view countries’ economic development, gender equality, resource utilization, and ethnic discrimination. Above all, this book is about trajectories. It begins with historical contexts, described in terms of support for literate cultures. Based on a variety of data sources, these trends are traced to the present and then projected ahead. The literate futures of nations are discussed and how these relate to their economic and sociocultural development. This book is unique in providing a broader perspective on an intractable problem, a vantage point that offers useful insights to inform policy, and in bringing together an array of relevant data sources not typically associated with literacy status.



Global Conversations in Literacy Research

Global Conversations in Literacy Research Author Peggy Albers
ISBN-10 9781351724951
Release 2017-11-22
Pages 208
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In this volume, renowned literacy and language education scholars who have shaped policy and practice aimed toward social justice and equity address current intellectual and practical issues in the teaching of literacy in classrooms and educational environments across diverse and international settings. Drawn from talks that were presented live and hosted by Global Conversations in Literacy Research (GCLR), an online open-access critical literacy project, this book provides access, in edited written form, to these scholars’ critically and historically situated talks. Bringing together talks on diverse topics—including digital and media literacy, video games, critical literacy, and ESOL—Albers preserves the scholars’ critical discourses to engage readers in the conversation. Offering a broad and expansive understanding of what literacy has to offer for scholars, teachers, and students, this book demonstrates the importance of positioning literacy as a social practice and brings critical literacy to a global audience.



Early Literacy Work with Families

Early Literacy Work with Families Author Cathy Nutbrown
ISBN-10 9781446264850
Release 2005-09-15
Pages 216
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`The 'Raising Early Achievement in Literacy' or REAL project was the result of a collaboration between the University of Sheffield, Sheffield LEA and schools and centres across the city of Sheffield, starting in 1995. For those interested in developing their own projects in this field it will provide essential information. It contains many examples of work carried out this in this project. Many examples are given that could prompt practitioners to identify ways in which they too could focus their own input with children or help their parent group to interact with their children's developing literacy' - Early Years Update `A "must read" for practitioners, policy makers and researchers interested in the detail and the theory underpinning this important family literacy initiative' - Neil McClelland OBE, Director, National Literacy Trust `The REAL Project is one of the best conceptualized, most intensively documented and successful British family literacy initiatives and the book provides a comprehensive overview of all aspects of this powerful project. It is essential reading for anyone working alongside families to promote children's early development' - Professor Nigel Hall, Institute of Education, Manchester Metropolitan University 'The project described in detail in this book is arguably the most important and well-researched UK initiative for developing early literacy work with parents of young children. ... Readers will find inspirational case studies ... There are illuminating insights into children's perspectives on family literacy, including good news about fathers and boys. ... Don't miss it!' - Marian Whitehead, Nursery World Anyone involved in the field of early-childhood literacy should be familiar with the work of the REAL (Raising Early Achievement in Literacy) Project. Here, leading members of the project team Cathy Nutbrown, Peter Hannon and Anne Morgan, discuss the research. An essential guide to the subject, this book will be of great practical use to all in the field of early childhood literacy: students, practitioners and course leaders on literacy and early childhood courses. The authors discuss the policy contexts of early-childhood and literacy today and use their experience of the REAL project to discuss and illustrate practical research and evaluation strategies for family literacy workers. They examine the issues from all perspectives: teachers, parents and young children. The book concludes with examples of how the theoretical framework of the REAL Project (ORIM) has been used by other practitioners and an examination of the implications of such work for the future of early-childhood and literacy policy development. The book also includes: - An informative update on research in the field - A description of the family literacy programme - Useful activities for family literacy work - Guidelines for interviewing parents and children - Suggestions for how to evaluate family literacy work - Ideas for practical sessions for professional development for family literacy workers - A Guide to further reading This is an important book and should be read by anyone wishing to keep pace with the field of family literacy in early childhood education.



Food Literacy

Food Literacy Author Helen Vidgen
ISBN-10 9781317483021
Release 2016-04-14
Pages 246
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Globally, the food system and the relationship of the individual to that system, continues to change and grow in complexity. Eating is an everyday event that is part of everyone’s lives. There are many commentaries on the nature of these changes to what, where and how we eat and their socio-cultural, environmental, educational, economic and health consequences. Among this discussion, the term "food literacy" has emerged to acknowledge the broad role food and eating play in our lives and the empowerment that comes from meeting food needs well. In this book, contributors from Australia, China, United Kingdom and North America provide a review of international research on food literacy and how this can be applied in schools, health care settings and public education and communication at the individual, group and population level. These varying perspectives will give the reader an introduction to this emerging concept. The book gathers current insights and provides a platform for discussion to further understanding and application in this field. It stimulates the reader to conceptualise what food literacy means to their practice and to critically review its potential contribution to a range of outcomes.



New Insights into Arabic Translation and Interpreting

New Insights into Arabic Translation and Interpreting Author Mustapha Taibi
ISBN-10 9781783095261
Release 2016-04-14
Pages 205
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This book addresses translation and interpreting with Arabic either as a source or target language. It focuses on new fields of study and professional practice, such as community translation and interpreting, and offers fresh insights into the relationship between culture, translation and interpreting. Chapters discuss issues relating specifically to Arabic and the Arab cultural context and contribute views, research findings and applications that come from a language combination and a cultural background quite different from traditional Eurocentric theoretical and professional positions. This volume is a significant addition to resources on Arabic translation and interpreting and contributes fresh perspectives to translation studies in general. It is of interest to students, researchers and professionals working in public service, community, legal, administrative and healthcare translation and interpreting, as well as intercultural communication and translator education.



Numeracy as Social Practice

Numeracy as Social Practice Author Keiko Yasukawa
ISBN-10 9781351979177
Release 2018-05-01
Pages 260
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Learning takes place both inside and outside of the classroom, embedded in local practices, traditions and interactions. But whereas the importance of social practice is increasingly recognised in literacy education, Numeracy as Social Practice: Global and Local Perspectives is the first book to fully explore these principles in the context of numeracy. The book brings together a wide range of accounts and studies from around the world to build a picture of the challenges and benefits of seeing numeracy as social practice ? that is, as mathematical activities embedded in the social, cultural, historical and political contexts in which these activities take place. Drawing on workplace, community and classroom contexts, Numeracy as Social Practice shows how everyday numeracy practices can be used in formal and non-formal maths teaching and how, in turn, classroom teaching can help to validate and strengthen local numeracy practices. At a time when an increasingly transnational approach is taken to education policy making, this book will appeal to development practitioners and researchers, and adult education, mathematics and numeracy teachers, researchers and policy makers around the world.



The Cambridge Handbook of Literacy

The Cambridge Handbook of Literacy Author David R. Olson
ISBN-10 9780521862202
Release 2009-02-16
Pages 601
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This volume demonstrates how literacy is more than learning to read and write. Literacy creates communities, organizes personal and social lives, makes possible civil society and the rule of law, and underwrites the commitment of both modern and developing societies to universal education and ever higher levels of literate competence. Everything that is involved in being and becoming literate is the concern of this interdisciplinary group of distinguished scholars.



Literacy as Translingual Practice

Literacy as Translingual Practice Author Suresh Canagarajah
ISBN-10 9781136320316
Release 2013-03-05
Pages 256
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The term translingual highlights the reality that people always shuttle across languages, communicate in hybrid languages and, thus, enjoy multilingual competence. In the context of migration, transnational economic and cultural relations, digital communication, and globalism, increasing contact is taking place between languages and communities. In these contact zones new genres of writing and new textual conventions are emerging that go beyond traditional dichotomies that treat languages as separated from each other, and texts and writers as determined by one language or the other. Pushing forward a translingual orientation to writing—one that is in tune with the new literacies and communicative practices flowing into writing classrooms and demanding new pedagogies and policies— this volume is structured around five concerns: refining the theoretical premises, learning from community practices, debating the role of code meshed products, identifying new research directions, and developing sound pedagogical applications. These themes are explored by leading scholars from L1 and L2 composition, rhetoric and applied linguistics, education theory and classroom practice, and diverse ethnic rhetorics. Timely and much needed, Literacy as Translingual Practice is essential reading for students, researchers, and practitioners across these fields.