Developing Literacy Skills through Collaborative Tasks for Emerging-Proficiency English as Additional Language Learners in Quebec

Autor/inn/en	Payant, Caroline; Bell, Philippa
Titel	Developing Literacy Skills through Collaborative Tasks for Emerging-Proficiency English as Additional Language Learners in Quebec
Quelle	In: TESL Canada Journal, 39 (2022) 1, S.67-81 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Foreign Countries; Literacy Education; Cooperative Learning; Second Language Learning; Second Language Instruction; Inferences; Skill Development; Language Proficiency; Task Analysis; Teaching Methods; Linguistic Theory; English (Second Language); Fund Raising; Nonprofit Organizations; Elementary School Students; French; Native Language; French Canadians; Canada + Suchen Sie Ihr Suchwort? Ausland; Kooperatives Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; Inference; Inferenz; Kompetenzentwicklung; Qualifikationsentwicklung; Language skill; Language skills; Sprachkompetenz; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistische Theorie; English as second language; English; Second Language; Englisch als Zweitsprache; Fundraising; Spendensammlung; Nonprofit-Organisation; Französisch; Frankokanadier; Kanada
Abstract	Literacy in a first language or in additional languages involves a set of complex cognitive, social, and linguistic skills that develop over time. However, pedagogical materials for low-proficiency English as an additional language (EAL) learners tend to target low-level literacy skills only, such as responding to fact-based questions. Materials that target the development of high-level literacy skills, such as integrating information and reasoning based on inferencing, with these learners are rare, despite these skills being necessary in today's multimodal, technological world. In this article, we argue there is a need to develop high-level literacy skills with low-proficiency EAL learners which, ultimately, are not language-specific. Drawing on theories of additional language learning and task-based language teaching, we created a multi-day literacy task for low-proficiency learners consisting of various activities. For each activity, we provide examples of the materials with which the students worked and examples of authentic student work, which we obtained through a piloting phase. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: https://teslcanadajournal.ca/index.php/tesl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01