Relevant bibliographies by topics / English language Literacy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English language Literacy'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "English language Literacy"

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Jie, LIN, and Chili Li. "Characterizing English Language Literacy among Famous English Language Educators in China." Arab World English Journal 12, no. 1 (2021): 229–38. http://dx.doi.org/10.24093/awej/vol12no1.16.

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The present study explores the features of English language literacy among 12 famous English language educators since the opening-up policy in China, using the narrative research approach. The purpose of this paper is to examine the characteristics of English language literacy among some famous educators in China and the influencing factors in the process of their formations of English language literacy through the analysis of the narrative texts of some foreign language educators. The findings showed that English language literacy among these famous educators is fundamental, developmental, an
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Wyse, Dominic. "Teaching English, language and literacy." Cambridge Journal of Education 39, no. 3 (2009): 287–90. http://dx.doi.org/10.1080/03057640903106424.

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Gallagher, Hugh G. "Teaching English, language and literacy." English in Education 43, no. 2 (2009): 181–85. http://dx.doi.org/10.1111/j.1754-8845.2009.01039.x.

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Wahid, Suhaimi Abdul. "The Competency of English Language Teachers in Implementing the English Language Literacy Programme." International Journal of Psychosocial Rehabilitation 24, no. 5 (2020): 5518–26. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020259.

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Ibrahim, Hassan Al-Haj. "Arabic Language Literacy as an All-Important Aid in English Language Teaching to Arabic-Speaking Students." Journal of Advanced Research in Education 3, no. 3 (2024): 1–6. http://dx.doi.org/10.56397/jare.2024.05.01.

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Current research points to the importance of native language literacy in the development of second language literacy. Knowledge and skills transfer across languages from the mother tongue to the second language. But such knowledge and skills will only transfer if they have been thoroughly learned. Due to the low standard of Arabic proficiency among both English teachers and learners, literacy in Arabic is not made use of in developing literacy in English. In particular, the teaching of English could greatly benefit from the use of Arabic grammatical and phonetic concepts that are not sufficien
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Zuhri, Fauris, Slamet Setiawan, and Syafi'ul Anam. "Digital Literacy Practices in Language Pedagogy: Blended Learning/Flipped Classroom on English Language Teaching in Indonesia." Journal of Languages and Language Teaching 12, no. 3 (2024): 1326. http://dx.doi.org/10.33394/jollt.v12i3.11270.

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Digital literacy practices are a current issue and exciting topic, mainly for two reasons: many activities are integrated with digital technology, and one of them is English language teaching, which requires technological innovation to improve English language achievement. This study describes how English language teachers can develop and implement digital literacy practices in English classes. Qualitative research is the methodology utilised in this study, employing online interviews and questionnaires as the research tools. The study results show that many participants want to implement digi
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Omobolanle Aremu, Lydia. "Teaching English Language and Students’ Literacy in English Language: A Study of Students in Federal Polytechnic Nasarawa." CLAREP Journal of English and Linguistics 6 (December 21, 2024): 99–120. https://doi.org/10.56907/gswpqvrp.

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Scholars have argued that the provisions for language education in the National Policy on Education (NPE) are inadequate because it captures multilingual education which has been sparsely implemented in Nigeria, a country with over 500 indigenous languages (Ibrahim & Gwandu 2016). And that the future and state of English as a second language in Nigeria – in addition to the numerous roles it plays which compels every Nigerian citizen to learn and to speak it – is bright (Njoku 2017). However numerous the benefits of English language to the Nigerian citizens are, especially in the ‘officiald
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Schwartz, Mila, Esther Geva, David L. Share, and Mark Leikin. "Learning to read in English as third language." Written Language and Literacy 10, no. 1 (2007): 25–52. http://dx.doi.org/10.1075/wll.10.1.03sch.

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The present study compared the influence of bi-literate bilingualism versus mono-literate bilingualism on the development of literary skills in English as L3. Two main predictions were made. First, it was predicted that Russian (L1) literacy would benefit decoding and spelling acquisition in English (L3), that is, bi-literate bilingualism would be superior to mono-literate bilingualism. Second, it was hypothesized that there would be positive transfer of phonological processing skills from L1 Russian to L3 English even in the context of two linguistically and orthographically distinct language
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Bigelow, Martha, Kendall King, Jenifer Vanek, and Nimo Abdi. "Literacy as Social (Media) Practice: Refugee Youth and Native Language Literacy at School." LESLLA Symposium Proceedings 11, no. 1 (2019): 26–37. https://doi.org/10.5281/zenodo.8035716.

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A wide and deep body of research indicates that students’ native languages can promote additional language learning, the development of content knowledge and skills, and literacy acquisition (e.g., Cummins 2000). The maintenance and development of two or more languages over time is associated with multiple academic, linguistic, and cognitive advantages for individuals (Bialystok, 2007). Numerous, large-scale studies indicate that students who have the opportunity to develop and maintain their native languages outperform their peers in monolingual programs on measures of both English lang
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REYNOLDS, TODD, LESLIE S. RUSH, JODI P. LAMPI, and JODI PATRICK HOLSCHUH. "Moving Beyond Interpretive Monism: A Disciplinary Heuristic to Bridge Literary Theory and Literacy Theory." Harvard Educational Review 91, no. 3 (2021): 382–401. http://dx.doi.org/10.17763/1943-5045-91.3.382.

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In this essay, authors Todd Reynolds, Leslie S. Rush, Jodi P. Lampi, and Jodi Patrick Holschuh provide a disciplinary heuristic that bridges literary and literacy theories. The secondary English language arts (ELA) classroom is situated at the intersection between literary theory and literacy theory, where too often literary theory does not include pedagogical practices and literacy theory does not take disciplinary differences into account. Reynolds and coauthors propose an English Language Arts heuristic for disciplinary literacy to guide teachers toward embracing student-led interpretations
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Dissertations / Theses on the topic "English language Literacy"

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Lawrence, Tracee Ann Lang Adler Susan A. "First language literacy and second language reading." Diss., UMK access, 2005.

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Thesis (Ed.D.)--School of Education. University of Missouri--Kansas City, 2005.<br>"A dissertation in curriculum and instructional leadership." Advisor: Susan Adler. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed June 23, 2006. Includes bibliographical references (leaves 121-125 ). Online version of the print edition.
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Jay, Jason T. "Supporting Ongoing Language and Literacy Development of Adolescent English Language Learners." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/5707.

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Literacy proficiency is critical for success both in and out of school; yet adolescent English language learners (ELLs) are not performing at the level of their English-speaking peers. This qualitative study focused on ways in which one successful high-school teacher facilitated literacy events as a way to provide language and literacy support for these students. The findings describe the actions of the teacher, the affordances made by these actions, and how the students took up those affordances. Teacher actions included creating a safe and comfortable atmosphere, following a routine, and par
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Randolph, Gerda Ann Packard. "Building written language: A program for second language literacy in English." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1866.

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Peyton, Kari C. "Literacy programs identification and assessment of English language learners /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/.

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Gallimore, Laurene Elizabeth. "Teachers' stories: Teaching American Sign Language and English literacy." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284188.

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Educators have long recognized that the average deaf high school graduate achieves only a third to fourth grade level education. Because of the low achievement of deaf children in America, there has been a growing interest in the concept of educating deaf children bilingually, acknowledging the value of American Sign Language (ASL) and English in the classroom. In recent years, there has been a move in the field of deaf education in Europe, Canada, and the United States toward the adoption of a bilingual-bicultural (BiBi) model for language and literacy instruction for deaf students. However,
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Pelaez-Morales, Carolina. "Expanding composition's scope : community-based literacy and second-language writing /." View online, 2008. http://repository.eiu.edu/theses/docs/32211131423549.pdf.

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Metz, Diana Kathryn. "Literacy: Adopting motivational literacy practices meant to last a lifetime." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1822.

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Moench, Megan Elaine. "Modeling literacy strategies for English language learners in mathematics class." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939263631&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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He, Yuanqian. "Interpreting English language and literacy in China: EFL practitioner perspectives." Thesis, He, Yuanqian (2018) Interpreting English language and literacy in China: EFL practitioner perspectives. Professional Doctorate thesis, Murdoch University, 2018. https://researchrepository.murdoch.edu.au/id/eprint/42837/.

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English as a foreign language has been studied as a compulsory subject by all senior high school students in China since the early 1980s. However, little research has delved into how English foreign language literacy (L2 literacy) is understood by teachers and students nor how it has been enacted in classrooms. This study aims to add to the research in this area by building an understanding of senior high school English teachers’ perceptions of L2 literacy and presenting a picture of their teaching practices. This study also gave voice to students who shared their experiences and perceptions o
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Watkins-Mace, Sarah P. "The effects of first language literacy skills on second language literacy skills for native Spanish and native English speakers." Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/224.

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Books on the topic "English language Literacy"

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Russell, Jones, ed. Teaching English, language and literacy. 2nd ed. Routledge, 2007.

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Wyse, Dominic. Teaching English, language, and literacy. Routledge/Falmer, 2001.

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Buly, Marsha Riddle. English language learners in literacy workshops. National Council of Teachers of English, 2011.

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university, Open. English language and literacy: Study Guide. 2nd ed. OU, 2001.

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Association, Oxfordshire Quality Schools, and Oxfordshire (England) Education Service, eds. Planning for English: Language and literacy. Oxfordshire County Council, 1997.

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Orisawayi, Dele. Orisawayi: Linking language, literacy & literature. Samroi Publishers, 2004.

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Minns, Hilary. Language, literacy, and gender. Hodder & Stoughton, 1991.

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Duzer, Carol H. Van. Critical literacy for adult English language learners. ERIC, National Clearinghouse for ESL Literacy Education, 1999.

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Saslow, Joan M. Literacy plus: Language, lifeskills, civics. Longman, 2003.

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Peterkin, Patrice. Literacy power. Nelson, 2006.

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Book chapters on the topic "English language Literacy"

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Barton, David. "Literacy Practices." In English Language. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_27.

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Barton, David, Karin Tusting, and Paul Kerswill. "Literacy Practices." In English Language. Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_27.

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Yin, Zihan, and Elaine Vine. "Multifunctionality language and literacy." In Multifunctionality in English. Routledge, 2022. http://dx.doi.org/10.4324/9781003155072-1.

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Weninger, Csilla. "English language and literacy education." In From Language Skills to Literacy. Routledge, 2018. http://dx.doi.org/10.4324/9781315223100-2.

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Wyse, Dominic, Helen Bradford, and John-Mark Winstanley. "Language and literacy difficulties." In Teaching English, Language and Literacy, 5th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003348245-24.

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Paran, Amos, and Catherine Wallace. "Teaching literacy." In The Routledge Handbook of English Language Teaching. Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-37.

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Huh, Seonmin, Lílian Vimieiro Pascoal, and Andréa Machado de Almeida Mattos. "Critical Literacy and English Language Teaching." In The Handbook of Critical Literacies. Routledge, 2021. http://dx.doi.org/10.4324/9781003023425-46.

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Wyse, Dominic, Helen Bradford, and John-Mark Winstanley. "Accent, dialect and Standard English." In Teaching English, Language and Literacy, 5th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003348245-7.

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Wyse, Dominic, Helen Bradford, and John-Mark Winstanley. "Home–school literacy links." In Teaching English, Language and Literacy, 5th ed. Routledge, 2023. http://dx.doi.org/10.4324/9781003348245-26.

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Clark, Urszula. "Language, Literacy and Pedagogy." In Developing Language and Literacy in English across the Secondary School Curriculum. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93239-2_2.

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Conference papers on the topic "English language Literacy"

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Ndabane, Johannes, Peter Oluwaseun Merisi, and Visvaganthie Moodley. "AN EXAMINATION OF THE WASHBACK EFFECT OF VISUAL LITERACY IN THE SOUTH AFRICAN ENGLISH HOME LANGUAGE NATIONAL SENIOR CERTIFICATE EXAMINATION." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2864.

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Nuswantara, Kartika, and Zuliati Rohmah. "Balanced Literacy Model in Taman Baca Masyarakat Surabaya." In International Conference on English Language Teaching (ICONELT 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.012.

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Rochman, Cheaerul, Dindin Nasrudin, Yeti Heryati, Rokayah, and Yayah Kusbudiah. "Intelligent Quotient, Developmental Profiles, and Early Science Literacy in Primary School." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008216302360242.

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Subarkah, Cucu Zenab, Aditya Gunawan, Ferli Septi Irwansyah, and Uus Ruswandi. "The Development of Chemical-Literacy-Oriented Electronic Module on Battery Topic." In 1st Bandung English Language Teaching International Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008221505040509.

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Nabhan, Salim. "Conceptions of Literacy in English Language Education Context." In 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210413.047.

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Boothe, Diane. "LITERACY, LANGUAGE AND LINGUISTICS: STRUCTURING ENGLISH TEACHING PROGRAMS IN RURAL COMMUNITIES." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end104.

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"This study will examine English learning environments and methods in rural settings in Europe and the United States, assessing their contributions to language learning, both written and spoken. This is a pilot project and will evolve into a rigorous comprehensive study suitable for publication as a chapter and part of an edited volume. This study will compare and contrast educational systems, including two different styles of English education structured in a comparative analysis using five focal areas. These focal areas include the definition and structure of rural education, English languag
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Barbalat Schiopu, Lucia. "Case study: developing English literacy competences through the "Language economics"." In Conferinţa ştiinţifică naţională "Multilingvism şi Interculturalitate în Contextul Globalizării", Ediţia a 4-a. Academy of Economic Studies of Moldova, 2025. https://doi.org/10.53486/micg2024.03.

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The potential of globalization to produce more integration and interconnectedness across nations and economies—as well as economic growth, efficiency, innovation, language and prosperity—is what gives it economic worth. The study of the economic effects of the language use and language-related events is known as the economics of language. It covers a wide range of topics, such as the economic benefits of language proficiency, linguistic diversity, language policies, and language as an instrument for economic growth. Designing solutions that effectively harness the potential benefits of linguis
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Bahtiar, Irma, and Pupung Purnawarman. "Investigating English Teachers’ Comprehension in Language Assessment Literacy (LAL)." In 1st International Conference on Information Technology and Education (ICITE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201214.253.

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Trisanti, Novia. "Assessment Literacy Analysis on Designing Classroom Language Test." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.26.

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Khairuddiniyah, Dr. "The Implementation of Literacy Strategies in Teaching English by the English Teacher at MAN Insan Cendekia Padang Pariaman." In International Conference on English Language Teaching (ICONELT 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.30.

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Reports on the topic "English language Literacy"

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LaFlair, Geoffrey. Duolingo English Test: Subscores. Duolingo, 2020. http://dx.doi.org/10.46999/wbqi4443.

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The Duolingo English Test is a computer adaptive test that provides an overall score that represents test taker English language proficiency. However, stakeholders, such as university admissions officers, often want to make decisions based on test taker ability in one or more components of language ability, such as speaking. Similar to overall scores, subscores should meet standards of reliability when used for decision making. In addition, subscores should provide distinct information about the test takers’ abilities above and beyond the overall score. In this paper, we report on the research
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Lavadenz, Magaly, Elvira G. Armas, and Linda R. G. Kaminski. Brief Insights, March 2025: Expanding Educational Opportunity: Highlights from a Multilingual/English Learner-Focused Research, Practice, Policy Partnership. Center for Equity for English Learners, 2025. https://doi.org/10.15365/ceel.policy.17.

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The Center for Equity for English Learners (CEEL) at Loyola Marymount University collaborated with Camino Nuevo Charter Academy (CNCA) in a Research, Practice, Policy Partnership to investigate problems of practice and enhance literacy leaders’ focus on supporting classroom teachers to meet the needs of multilingual/English learners (ML/EL). The research question for this study focused on literacy leaders’ perceptions about how the revised Planning-Observation-Debrief (POD) cycle tools support teachers’ focus on scaffolding ML/ELs’ access to reading and writing complex text. Emerging findings
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Binford, Susan. Adult English as A Second Language Literacy Programs in the Non-profit Sector of Multnomah County, Oregon. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6588.

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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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&lt;p&gt;In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3&lt;sup&gt;rd&lt;/sup&gt; and 7&lt;sup&gt;th&lt;/sup&gt; grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associa
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home langua
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and ac
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Korell, Johanna Lea, Subin Nijhawan, Roland Alexander Ißler, and Britta Viebrock. Fragebogen für Lernende "Künstliche Intelligenz und Fremdsprachen", im Rahmen des Artikels "Fremdsprachenlernen im Zeitalter Künstlicher Intelligenz – eine empirische Untersuchung zu Kenntnissen, Meinungen und Nutzungsweisen von Englisch-, Französisch- und Spanischschüler*innen der Sekundarstufen I und II". Universitätsbibliothek J. C. Senckenberg, Frankfurt am Main, 2025. https://doi.org/10.21248/gups.88393.

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This empirical study investigates AI knowledge, beliefs, and reported practices among secondary school learners of English, French, and Spanish in Germany (n=226). A survey revealed significant gaps between students' self-perceived and actual understanding of AI as well as their use and critical reflection on it. The findings suggest that integrating AI into foreign language learning, initially through targeted teacher training, is instrumental to develop both functional and evaluative skills among students, thereby sustainably fostering critical digital literacy.
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School Distri
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Wasanasomsithi, Punchalee. A case study of Thai ESL learners' language and literacy learning in an authentic situation : opening a bank account. Chulalongkorn University, 2003. https://doi.org/10.58837/chula.res.2003.86.

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Learning is a life-long activity. Whether we are in school or not, we are always learning something for some purpose. In fact, society is a large classroom full of rich resources, which allows us to experience, explore, and experiemnt how second language andn literacy are learned in an authentic situation. The subjects consisted of ten Thai students who were studying English asd a second language and who were enrolled in a graduate program at Indiana University, Bloomington, Indiana, U.S.A. The chosen topic was opening a bank account, one of the shared experiences all foreign students have to
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O'Brien, Beth A., Chee Soon Tan, and Luca Onnis. Technology-based tools for teaching early literacy skills. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27453.

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This project focuses on improving literacy development for young learners who are struggling with learning to read English by investigating the process of learning grapheme-phoneme correspondences (GPCs). Learning GPC is foundational to learning to read alphabetic languages, and is a core problem for struggling readers. In this project, two methods are used in two studies to understand the process of learning English GPCs as the crux of acquiring literacy. First, a machine learning neural network modelling approach is used to study the effect of sound-symbol grain size and consistency and trai
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