Second Language Literacy Pedagogy - (Second Language Acquisition) by Kimberly Buescher Urbanski (Paperback)
About this item
Highlights
- This book provides a detailed design of a new second language literacy pedagogy and the results of implementing it in different contexts so as to address literacy development challenges.
- About the Author: Kimberly Buescher Urbanski is Assistant Professor of Applied Linguistics at the University of Massachusetts-Boston, USA.
- 184 Pages
- Language + Art + Disciplines, Language Arts
- Series Name: Second Language Acquisition
Description
About the Book
This book provides a detailed design of a new second language literacy pedagogy and the results of implementing it in different contexts so as to address literacy development challenges. The author explains the theory behind Vygotskian Sociocultural Theory of Mind and Systemic Functional Linguistics and how they can inform literacy pedagogy.
Book Synopsis
This book provides a detailed design of a new second language literacy pedagogy and the results of implementing it in different contexts so as to address literacy development challenges. The author explains the theory behind Vygotskian Sociocultural Theory of Mind and Systemic Functional Linguistics and how they can inform literacy pedagogy.
Review Quotes
There is a widely recognised disparity in foreign language programmes between courses that focus on language learning and those aimed at interpreting and analysing literary texts in the target language (Alderson, 1984; Bernhardt, 2010). This book offers a valuable resource to address this challenge by providing readers with a comprehensive overview of the L2 development process. It introduces an innovative instructional approach that combines C-BLI and DOLP pedagogy to bridge the gap between language acquisition and literary analysis.
A groundbreaking book that sheds light on L2 literacy pedagogy and offers valuable insights into L2 reading research from a Vygotskian perspective. This work will inspire future investigations into praxis-based teaching and research in L2 development. A must-read for all researcher-teachers.
This book is unique in so many ways. It examines both the processes and products of literacy development from a Vygotskian SCT perspective. Instructionally, concept-based learning and a division of labor pedagogy are used. Changes in teacher and peer mediation as well as student verbalizations are shown to lead to the internalization of key literacy concepts. This is a must-read for anyone interested in a Vygotskian perspective of second language literacy development.
Urbanski's work convincingly demonstrates the relevance of sociocultural theory for second language development, including reading ability. An especially attractive aspect of her approach is 'division of labor pedagogy', which takes advantage of the power of the collective for the development of the individual. I encourage all reading educators to engage with this work. There is much to learn from it.
About the Author
Kimberly Buescher Urbanski is Assistant Professor of Applied Linguistics at the University of Massachusetts-Boston, USA. Her research interests include L2 learning and teaching, L2 literacy and Sociocultural Theory. She has published on L2 literacy pedagogy, gesture research methodology, concept-based language instruction, L2 French preposition pedagogy and Cognitive Linguistic analysis.