Toward a linguistically informed, responsive and embedded pedagogy in secondary literacy instruction
Abstract: Learning in secondary content areas involves at least some interaction with complex disciplinary texts. The engagement requires discipline-specific reading/writing skills that go beyond those students have mastered in the elementary grades. This advanced literacy ability, or disciplinary literacy, is best fostered through a pedagogy that is informed by sound linguistics theory, responsive to student needs, and embedded in meaningful disciplinary experiences. Such a pedagogy, with its focus on how language is used in disciplinary meaning making, has the potential to promote knowledge building and advanced literacy development at the same time.
- Standort
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Deutsche Nationalbibliothek Frankfurt am Main
- Umfang
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Online-Ressource
- Sprache
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Englisch
- Erschienen in
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Toward a linguistically informed, responsive and embedded pedagogy in secondary literacy instruction ; volume:6 ; number:1-2 ; year:2020 ; pages:70-91 ; extent:22
Journal of world languages ; 6, Heft 1-2 (2020), 70-91 (gesamt 22)
- Urheber
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Fang, Zhihui
- DOI
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10.1080/21698252.2020.1720161
- URN
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urn:nbn:de:101:1-2022091714022382525848
- Rechteinformation
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Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Letzte Aktualisierung
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15.08.2025, 07:25 MESZ
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Beteiligte
- Fang, Zhihui
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