Exploring the Critical in Biliteracy Instruction
In this article the researchers explain a concept that they have termed "critical biliteracy instruction." Utilizing a sociocultural approach to literacy and language learning, they examine discourse theory and the four resources model (Freebody & Luke, 1990) to support the approaches...
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Published in | TESOL journal Vol. 11; no. 1 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Wiley-Blackwell
01.03.2020
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Subjects | |
Online Access | Get more information |
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Summary: | In this article the researchers explain a concept that they have termed "critical biliteracy instruction." Utilizing a sociocultural approach to literacy and language learning, they examine discourse theory and the four resources model (Freebody & Luke, 1990) to support the approaches they describe. Then they explore research-based dialogic practices that second and foreign language teachers may engage in to help emergent bilinguals develop reading comprehension in English. The authors also highlight research-based high-impact practices and strategies that language teachers can use to promote critical biliteracy in the classroom. |
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ISSN: | 1949-3533 |
DOI: | 10.1002/tesj.456 |