Titlebook: Literacies and Language Education; Brian V. Street,Stephen May Reference work 2017Latest edition Springer International Publishing AG 2017

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BICS and CALP: Empirical and Theoretical Status of the Distinction different time periods typically required by immigrant children to acquire conversational fluency in the school language as compared to grade-appropriate academic proficiency in that language. The distinction also highlighted the problematic educational consequences of conflating social and academi

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Reading Attitudes, Interests, and Practicesne, however, and the motivations and purposes that underpin actual usage, remain less studied..Yet it could be argued that, once some basic fluency has been established, these factors – which we could put under the general rubric of the social psychology of reading – assume central importance. This

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Critical-Literacy Education: “The Supremely Educational Event”ce of “critical-literacy education” (CLE). CLE is a project aimed at integrating knowledge about literacy into an analysis of power-in-action and knowledge about power into an analysis of texts-in-action. Summarized here are CLE efforts to have individuals and communities understand more fully their

AGONY

Critical Literacygh the emergence of social theories, where it was recognized that literacy is more complex than traditional perspectives allow The New London Group (Harv Educ Rev 66(1):60–93, 1996). A body of work associated with the term new literacy studies (NLS) views literacy as a set of socially and culturally

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Biliteracy and Globalizations. Four themes stand out at the cross roads of biliteracy and globalization: changing media of instruction in national school systems, new literacies required in the workplace, the threatened linguistic ecology of the globe, and biliterate textual practices influenced by the internet. Each of these

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