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- Title
Developing Literacy Skills through Collaborative Tasks for Emerging-Proficiency English as Additional Language Learners in Quebec.
- Authors
Payant, Caroline; Bell, Philippa
- 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 L2 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.
- Subjects
QUEBEC (Quebec); LIMITED English-proficient students; LITERACY; SECOND language acquisition; PHONOLOGICAL awareness
- Publication
TESL Canada Journal / Revue TESL du Canada, 2022, Vol 39, Issue 1, p1
- ISSN
0826-435X
- Publication type
Article
- DOI
10.18806/tesl.v39i1/1369