【SSCI】教育学期刊《Journal of Adolescent & Adult Literacy》最新论文推送（2024年10月）
《Journal of Adolescent & Adult Literacy》共47篇，祝大家阅读愉快。
《“They can learn it through us”: Youth seeking racial justice through a community‐based book club》
《“他们可以通过我们学习”: 青少年通过社区读书俱乐部寻求种族正义》
作者：Mary M. McConnaha · Joanne E. Marciano · Brittany M. Brewer · Lauren Elizabeth Reine Johnson
英文摘要：In the summer of 2020, amidst state-mandated social distancing and protests for racial justice, youth participating in an ongoing YPAR initiative sought to design and facilitate a book club for the residents of their subsidized housing community to increase community awareness of the Black Lives Matter movement. Through interviews, youth shared their plans to design and facilitate a book club differently than they had experienced in English classroom settings. Through the lenses of critical literacy and civic praxis, the youths' imaginings reveal a desire to talk about books that were relevant to their lives, involve discussions that were participant-led and democratic, and lead to meaningful, tangible outcomes. Implications encourage teachers to re-examine their classroom book club practices and consider ways to center student desires.
中文摘要：2020年夏天，在国家规定的社会距离和种族正义的抗议活动中，参与 YPAR 项目的青年试图为他们社会福利住房社区的居民设计和促进一个读书俱乐部，以提高社区对“黑人的命也是命”运动的认识。通过采访，年轻人分享了他们设计和促进读书俱乐部的计划，这与他们在英语课堂环境中所经历的不同。透过批判素养和公民实践的镜头，青少年的想象力揭示出他们渴望谈论与他们生活相关的书籍，参与主导和民主的讨论，并产生有意义的、切实的结果。含义鼓励教师重新审视他们的课堂读书俱乐部的做法，并考虑以学生愿望为中心的方法。
https://doi.org/10.1002/jaal.1385
《Read STOP Write: Teaching foundational skills in a multicomponent informational reading and writing intervention》
《阅读停止写作: 在多元信息阅读和写作干预中教授基本技能》
作者：John Z. Strong · Laura Tortorelli · Blythe E. Anderson
英文摘要：Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only foundational skills demonstrate mixed results, but multicomponent interventions that combine multisyllabic decoding, fluency, and comprehension strategies that build word and world knowledge to support complex text reading can improve foundational skills and comprehension for students in upper-elementary and middle grades. In this article, we describe how prior research informed the design of Read STOP Write, a multicomponent intervention for students in grades 4–9. Read STOP Write integrates instruction in multisyllabic decoding, fluency, and vocabulary with comprehension instruction focused on building knowledge and using text structures to read and write about science and social studies texts. We summarize research conducted in culturally and linguistically diverse classrooms and discuss implications for teachers of adolescents.
中文摘要：许多青少年读者在理解信息文本时会遇到困难，这可能是由于基础技能(如词语识别和流利性)、知识需求(如背景、文本结构和词汇)和/或阅读动机方面的潜在困难造成的。针对只针对基础技能的青少年的补充干预措施表现出复杂的结果，但结合多音节解码、流畅性和理解策略的多组分干预措施可以构建单词和世界知识，以支持复杂的文本阅读，从而提高高小学和中学学生的基础技能和理解能力。在这篇文章中，我们描述了先前的研究是如何通知阅读停止写作的设计，这是一个针对4-9年级学生的多成分干预。“阅读、停止、写作”将多音节解码、流畅性和词汇教学与理解教学结合起来，理解教学侧重于构建知识，利用文本结构来阅读和写作有关科学和社会研究的文本。我们总结了在不同文化和语言的课堂上进行的研究，并讨论了对青少年教师的启示。
https://doi.org/10.1002/jaal.1389
《Breaking boundaries: Word analysis strategies that draw on students' full linguistic repertoires》
《打破界限: 充分利用学生语言能力的词汇分析策略》
作者：Minkyung Choi
英文摘要：This paper examines the need to integrate students' full linguistic repertoires into literacy instruction in middle and high school classrooms. Traditional monoglossic approaches often neglect the linguistic assets multilingual students bring, limiting their academic potential. Drawing on translanguaging theory, this paper explores three strategies—bilingual morpheme mapping, comparative morphological analysis, and multilingual word walls. These strategies seek to enhance vocabulary instruction by utilizing students' home languages and ultimately cultivating a deeper understanding of word formation and meaning. The benefits of such approaches extend beyond multilingual students, offering all students more comprehensive vocabulary knowledge across disciplines. While the advantages of these methods are evident, the paper also identifies limitations and calls for further research to explore the long-term impacts on literacy development. By advocating for professional learning focused on translanguaging and morphological instruction, this paper highlights the need to incorporate word strategies that enhance literacy for all students.
中文摘要：本文探讨了在中学语文课堂教学中整合学生全部语言知识的必要性。传统的单语教学法往往忽视了多语学习者所带来的语言资产，限制了他们的学习潜力。本文运用跨语言理论，探讨了双语语素映射、比较形态分析和多语言词墙三种策略。这些策略旨在通过利用学生的母语来加强词汇教学，并最终培养学生对词汇构成和意义的更深入的理解。这种方法的好处超出了多语种学生，为所有学生提供了跨学科的更全面的词汇知识。虽然这些方法的优势是显而易见的，但本文也指出了局限性，并呼吁进一步研究，以探索对扫盲发展的长期影响。通过倡导以跨语言和形态学教学为重点的专业学习，本文强调有必要纳入提高所有学生识字能力的词汇策略。
https://doi.org/10.1002/jaal.1388
《What role, if any, should phonics play in a middle school or high school? The answer may surprise you》
《如果有的话，拼音在中学或高中应该扮演什么样的角色? 答案可能会让你大吃一惊》
作者：Timothy Shanahan
英文摘要：Research shows little benefit from phonics instruction in Grades 2 through 12. However, more recent studies show that students who fall below a decoding threshold fail to benefit from other kinds of reading instruction. This exploration of the evidence suggests that these students are likely to need support in the reading and spelling of multisyllabic words and words with common morphological elements. Explicit instruction with a focus on the decoding, spelling, and meaning of such words would make a lot of sense.
中文摘要：研究表明，在2年级到12年级的语音教学几乎没有什么好处。然而，最近的研究表明，低于解码阈值的学生不能从其他类型的阅读教学中获益。这种证据的探索表明，这些学生可能需要在阅读和拼写多音节词和词汇的共同形态学元素的支持。以解码、拼写和这些单词的意义为重点的明确指导将会很有意义。
https://doi.org/10.1002/jaal.1387
《“You can't ignore us”: Multiliteracies and disruption in youth activism》
《“你不能忽视我们”: 多元文化与青年行动主义的破坏》
作者：Amy Walker
英文摘要：This article examines the activism of student protesters in a rural Rust Belt community's Black Lives Matter protest, challenging prevailing stereotypes about civic engagement, literacies, and youth involvement in rural settings. Utilizing critical ethnography and nexus analysis to examine disruptions of discourses in place and interview student participants about their activism, findings showcase how students strategically practiced multiliteracies to upturn power dynamics and assume leadership roles within a socio-spatial landscape. Examining youth protest literacies can inform education partners of the ways students already engage in civic discourse and how understanding their co-construction of space can inform practices across learning communities.
中文摘要：本文考察了学生抗议者在“铁锈地带”农村社区的“黑人生活很重要”抗议活动中的行动主义，挑战了关于公民参与、识字率和青年参与农村环境的普遍刻板印象。利用批判性人种学和关系分析来检查当地话语的中断，并采访学生参与者关于他们的行动主义，研究结果展示了学生如何战略性地实践多元文化，以扭转权力动态，并在社会空间景观中承担领导角色。对青年抗议知识进行审查，可以让教育伙伴了解学生已经参与公民话语的方式，以及了解他们对空间的共同构建如何能够为学习社区的做法提供信息。
https://doi.org/10.1002/jaal.1390
《Unmasking hidden challenges for migrant learners with few prior experiences with formal education: An exploration of language learning textbooks》
《没有正规教育经验的移民学习者面临的隐性挑战: 语言学习教材的探索》
作者：Marco Triulzi · Andrea DeCapua · Ina‐Maria Maahs
英文摘要：The German government requires all migrants without sufficient German language proficiency to enroll in integration courses. Many of these migrants had few prior experiences with formal education, yet, regardless of degree of literacy in any language, they are placed in classes based on language proficiency. How well do government-approved language textbooks for integration courses meet the needs of migrant learners with few prior experiences with formal education and emergent literacy skills? We present a qualitative exploration of approved German language textbooks to identify hidden challenges. Results indicate that the textbooks require literacy practices, assume sociocultural practices, and demand ways of thinking largely unfamiliar to these learners. Moreover, promotion of a/n (ideal) German culture and western views of knowledge fosters deficit perspectives while rendering invisible the knowledges, and strengths of these learners. Thus, providing effective language education for these migrants requires a mind shift. The findings, discussion, and suggestions have relevance to educators globally.
中文摘要：德国政府要求所有没有足够德语熟练程度的移民参加融合课程。这些移民中的许多人之前几乎没有接受过正规教育的经历，然而，不管他们在任何语言方面的文化程度如何，他们都是根据语言熟练程度被安排在班级里的。政府批准的融合课程语文教科书在多大程度上能满足以往没有接受过正规教育和读写萌发技能经验的移民学习者的需要？我们提出了一个批准的德语教科书的定性探索，以确定隐藏的挑战。结果表明，教科书要求识字实践，假设社会文化实践，并要求思维方式大部分不熟悉这些学习者。此外，德国文化和西方知识观的推广助长了赤字视角，同时使这些学习者的知识和优势变得不可见。因此，为这些移民提供有效的语言教育需要思想的转变。这些发现、讨论和建议对全球的教育工作者都有意义。
https://doi.org/10.1002/jaal.1393
《Unpacking automaticity: Scaffolded texts and comprehension》
《拆包自动性: 支架式文本与理解》
作者：Elfrieda H. Hiebert
英文摘要：Automaticity in recognizing the words in a text is fundamental to comprehension. If the number of words readers need to stop and decode exceeds their ability to retain their understanding of a narrative's plot or an expository text's description, their comprehension suffers. The conventional intervention for students who lack the automaticity to adequately comprehend text has been to repeatedly read texts orally. The current review first addresses evidence for this conventional treatment, concluding that students have not shown substantial increases in silent reading comprehension. Next, this review presents evidence underlying an alternative perspective for automaticity support where texts are selected to support students in increasing their automaticity with the words they will encounter consistently—the 2500 morphological families that have been shown to account for at least 90% of most school texts. Finally, guidelines for teachers are provided that address the talk, tasks, and time of instruction, as well as texts, for automaticity.
中文摘要：识别文本中单词的自动性是理解的基础。如果读者需要停下来解读的单词数量超过了他们对叙事情节或说明性文本描述的理解能力，他们的理解就会受到影响。对于缺乏充分理解文本的自动性的学生，常规的干预方法是口头反复阅读文本。目前的研究首先提出了这种常规治疗方法的证据，得出的结论是，学生的沉默阅读理解没有显著增加。接下来，这篇综述提供了一个自动性支持的替代视角的证据，其中选择文本来支持学生用他们将一致遇到的单词来增加他们的自动性ーー2500个形态学家族已被证明占大多数学校文本的至少90% 。最后，为教师提供了指导方针，解决谈话，任务，教学时间，以及文本，为自动性。
https://doi.org/10.1002/jaal.1394
《Humanizing pedagogies and student‐centered instruction in a networked improvement community》
《网络改进社区中的人性化教学法和以学生为中心的教学》
作者：JoeAnn Nguyen · Christian D. Schunn
英文摘要：Improved English Language Arts instruction within classrooms and schools that typically serve low-income, English Language Learners, and Students with Special Needs is important for ensuring all students receive rigorous and inclusive instruction. From the case of a Networked Improvement Community focused on improving instructional practices through student-centered routines, this research explores the role of humanizing pedagogies in enabling effective student-centered instructional routines by interviewing 16 teachers who were identified as particularly successful in working with Students of Color. Two major themes and six subthemes were identified from these interviews focused on building relationships as a foundation for humanizing pedagogies and then leveraging those relationships to create a positive classroom culture that fosters increased student engagement and academic risk-taking with challenging student-centered routines. These strong teacher–student relationships and student-centered routines led to improved academic outcomes.
中文摘要：改善教室和学校内的英语语言艺术教学，这些教学通常为低收入、英语语言学习者和有特殊需要的学生提供服务，对于确保所有学生接受严格和包容性的教学十分重要。本研究以“网络改进社区”为例，探讨了人性化教学法在有效实施以学生为中心的教学模式中的作用。研究采访了16位在“有色学生”教学中表现特别成功的教师。这些访谈确定了两个主要主题和六个次主题，重点是建立人际关系作为人性化教学的基础，然后利用这些关系创造一种积极的课堂文化，通过具有挑战性的以学生为中心的常规培养学生参与度和学术风险承担能力。这些牢固的师生关系和以学生为中心的惯例导致了学业成绩的提高。
https://doi.org/10.1002/jaal.1392
《“It's the thoughts you don't really say in your head”: Building narrative identity in the high school to college writing transition》
《高中到大学写作过渡阶段的叙事身份》
作者：Vanessa Sullivan
英文摘要：This article presents the findings of a study in which college freshman reflected on the process of writing a literacy narrative and considered the impact of such writing on their narrative identities. The author synthesizes existing scholarship on literacy narratives, discusses the methodology of interpretive phenomenological analysis utilized, and highlights the pedagogical choices that writing instructors can make to utilize this assignment to support academic confluence based on the findings.
中文摘要：本文介绍了一项研究的结果，大学新生反思写作过程中的文学叙事，并考虑这种写作对他们的叙事身份的影响。作者综合了现有的关于读写叙事的学术研究，探讨了解释现象学分析的方法论，并在此基础上强调了写作教师利用这一任务来支持学术汇合的教学选择。
https://doi.org/10.1002/jaal.1391
《Building literacy connections after disaster: Teacher candidates engaging with community through a service‐learning lens》
《灾后建立识字联系: 教师候选人通过服务学习的视角参与社区活动》
作者：Nancy Hulan · Leslee Bailey-Tarbett
英文摘要：This study examines the experiences of 17 teacher candidates who participated in a literacy-focused service-learning initiative in the aftermath of destructive tornadoes in their community. In response to the natural disaster, the Literacy Ambassadors, composed of university literacy faculty and teacher candidates, sought to address the critical need for book access among area students impacted by the tornadoes. Over the course of 8 months, researchers collected initial questionnaires, participant reflections, meeting transcripts, and anecdotal notes as the group met to learn about book matching, text complexity, and to acquire, sort, and curate book bags for individual preK-12 students. Books were shared with community members on three occasions—two occurred 12 months after the tornadoes and served eight schools; another occurred 16 months after the event and served one school. Participants revealed themes of shifting identity, a developing understanding of the complexity of literacy, and the relational power of literacy—offering valuable insights into the impact of community engagement on teacher candidates in response to disaster. These findings support previous research that emphasizes the potential of service-learning as real-life experiences that address community needs while simultaneously enriching the professional growth of future educators.
中文摘要：这项研究调查了17名教师候选人的经历，他们在社区遭受破坏性龙卷风后参加了一个以识字为重点的服务学习活动。为应对自然灾害，由大学扫盲教师和教师候选人组成的扫盲大使力求解决受龙卷风影响地区学生获得书籍的迫切需要。在8个月的过程中，研究人员收集了初始问卷，参与者的反思，会议记录和轶事笔记，因为该小组会面，以了解书籍匹配，文本复杂性，并获取，分类和策划个别 PreK-12学生的书包。人们与社区成员分享了三次书籍: 两次发生在龙卷风过去12个月之后，为八所学校服务; 另一次发生在龙卷风过去16个月之后，为一所学校服务。与会者揭示了不断变化的身份认同、对识字的复杂性不断加深的理解以及识字的相关力量等主题，为社区参与对应灾教师候选人的影响提供了宝贵的见解。这些发现支持了以前的研究，强调服务学习作为现实生活经验的潜力，满足社区的需求，同时丰富未来教育者的专业成长。
https://doi.org/10.1002/jaal.1369
《Queerying the Queensland senior English prescribed text list》
《昆士兰高中英语规定课文列表质疑》
作者：Kelli McGraw · Lisa van Leent
英文摘要：This paper presents an analysis of the prescribed text list for senior school English (including English as an Additional Language or Dialect, EAL/D) in Queensland, Australia. Queer understandings about the normalization of cisgender and heterosexuality provide a framework to analyze prescribed texts for adolescent learners. Hetero-cisgender norms are perpetuated through overrepresentation in endorsed texts. Representations of queer subjectivities or themes in the most highly promoted texts, those appearing on the examination list, are infrequent and minor. Reflexive justice thinking acknowledges the critique of merely identifying “who is missing” in the literature and extends the discussion to consider the complexities of the social, cultural, and political contexts that influence who gets to decide.
中文摘要：本文分析了澳大利亚昆士兰州高中英语(包括作为附加语言或方言的英语，EAL/D)规定的语篇清单。对顺性别和异性恋规范化的奇特理解为青少年学习者分析规定的文本提供了一个框架。通过核准的文本中过多的代表性，异性恋-顺性恋规范得以延续。在最受推崇的文本中，那些出现在考试列表中的酷儿主观性或主题的表现是罕见和次要的。反身性正义思维承认文学作品中仅仅确定“谁失踪了”的批判，并将讨论扩展到考虑社会、文化和政治背景的复杂性，这些背景影响着谁来决定。
https://doi.org/10.1002/jaal.1365
《Collaborative analysis of student writing: Building teacher capacity for supporting adolescent multilingual learners》
《学生写作的协作分析: 建立教师支持青少年多语学习者的能力》
作者：Ali Yaylali
英文摘要：This conceptual article discusses a collaborative approach to building teacher capacity to support multilingual learners in secondary science classrooms. The article advocates for the collaborative analysis of student writing samples and the sharing of pedagogical insights between English language and content area teachers. Samples of student writing are analyzed situationally and linguistically to model how teachers may focus collaborative conversations on language patterns.
中文摘要：这篇概念性的文章讨论了一个合作的方法来建设教师的能力，以支持多语言学习者在中等科学课堂。本文主张对学生写作样本进行协作分析，并在英语语言教师和内容领域教师之间交流教学见解。通过对学生写作样本的情景分析和语言学分析，建立了教师如何关注语言模式的合作对话的模型。
https://doi.org/10.1002/jaal.1368
《Poetry unveiled: Multimodality and aesthetic responses as a fresh approach to teaching and reading verse》
《诗歌揭示: 多态性与审美反应——诗歌教学与阅读的新方法》
作者：Claire Ahn · Alexandra Minuk
英文摘要：In secondary English classrooms, poetry is often a text that is least liked because it is viewed as being “inaccessible,” reserved for the elite, and/or too abstract. Part of the reason for this also lies in the traditional, colonial structures of introducing poetry such as relying on canonical texts and close reading analysis. Yet, outside of the classroom poetry is used in more accessible and engaging manners. With the advancements of technology, there also includes multimodal ways in which to read and write poetry that could be much more interesting for both educators and youth. This paper opens a discussion to consider multimodal and aesthetic responses to including poetry such as using digital apps like PhoneMe, a free accessible platform that allows users to post their written poems, record themselves reciting poems, and pin their poems directly on to an interactive digital map. The uniqueness of PhoneMe—a layered multimodal approach—can provide a more engaging way to teach and learn poetry.
中文摘要：在中学英语课堂上，诗歌往往是最不受欢迎的文本，因为人们认为它“难以理解”，只有精英才能理解，而且/或者过于抽象。部分原因也在于传统的殖民地诗歌介绍结构，如依赖经典文本和细致的阅读分析。然而，在课堂之外，诗歌被用于更容易理解和吸引人的方式。随着技术的进步，还包括阅读和写诗的多模式方法，这对教育工作者和青年人来说可能更有趣。本文开启了一个讨论，以考虑多模态和美学反应，包括诗歌，如使用数字应用程序，如 PhoneMe，一个免费访问平台，允许用户发布他们的书面诗歌，记录自己背诵诗歌，并钉他们的诗歌直接到一个交互式数字地图。PhoneMe 的独特性ーー一种分层的多模态方法ーー可以提供一种更吸引人的教与学诗歌的方法。
https://doi.org/10.1002/jaal.1381
《Dancing with BBoy: Transliteracies and critical imagination in superhero storytelling》
《与 BBoy 共舞: 超级英雄叙事中的音译与批判想象》
作者：Beth Krone · Patricia Enciso
英文摘要：In this article, we describe a year-long superhero storytelling project we facilitated with youth in a midwestern middle school. In this project, students read Miles Morales: The Ultimate Spiderman , designed superhero stories set in their community, and presented artistic representations of their stories to their families and peers. We present three episodes of mobile storytelling from this project, focusing on Aidan, one of eighteen youth participants. Using tools from theories of transliteracies and critical imagination, we illustrate how Aidan's embodied movement and play constituted critically literate acts. A transliteracies lens oriented toward critical imagination reveals how Aidan fluidly moved between fictional and real worlds to reimagine his experienced realities. These findings indicate a need to expand what counts as literate activity in schools.
中文摘要：在这篇文章中，我们描述了一个为期一年的超级英雄讲故事项目，我们促进了青少年在中西部的中学。在这个项目中，学生们阅读《迈尔斯 · 莫拉莱斯: 终极蜘蛛侠》 ，在他们的社区里设计超级英雄故事，并向他们的家人和同龄人展示他们故事的艺术表现形式。我们从这个项目中提出了三个移动讲故事的插曲，重点是艾丹，十八个青年参与者之一。运用音译理论和批判性想象的工具，我们阐释了艾丹的具体化运动和游戏是如何构成批判性文学行为的。一个面向批判性想象的音译镜头揭示了艾丹如何在虚构和现实世界之间流畅地移动，以重新想象他经历过的现实。这些发现表明，有必要扩大学校中的识字活动。
https://doi.org/10.1002/jaal.1377
《Social annotation and dialogic teaching and learning in English language arts》
《社会诠释与英语语言艺术的对话教学》
作者：Johnny B. Allred · Sean P. Connors · Christian Z. Goering
英文摘要：This research study explores the role of social annotation in supporting dialogic teaching in secondary English language arts. Grounded in Bakhtin's dialogism and building upon research into online discussion, this study describes how a high school English teacher and her students used a digital annotation tool to read and talk about texts. Analyzing student annotations based on discourse features associated with comprehension and high-level thinking, the study examines the extent to which social annotation supports quality dialogue. Findings highlight the need for open-ended prompts and teacher scaffolding of online discussions, and authors suggest that dialogue enhances comprehension of texts when students go beyond reporting on others' thoughts and instead share their own ideas, connections, and questions about the text.
中文摘要：本研究探讨了社会注释在中学英语语言艺术对话教学中的支持作用。本研究以巴赫金的对话理论为基础，通过对在线讨论的研究，描述了一位高中英语教师和她的学生如何使用数字注释工具来阅读和讨论文本。本研究从理解和高层次思维的语篇特征分析学生注释，考察社会注释在多大程度上支持高质量对话。研究结果强调了开放式提示和教师在线讨论框架的必要性，作者建议，当学生不再报告他人的想法，而是分享他们自己的想法、联系和关于文本的问题时，对话可以提高对文本的理解。
https://doi.org/10.1002/jaal.1382
《Writing globally: South Korean adolescents' digital multimodal composing practices in a global online community》
《全球写作: 韩国青少年在全球网络社区中的数字多模式创作实践》
作者：Jin Kyeong Jung
英文摘要：This design-based study explored the digital and linguistic practices of South Korean adolescents from a rural area within the Write4Change global online community, emphasizing their use of image-driven tools. Framed within the cosmopolitan literacies perspective, these adolescents adeptly merge local and global dimensions, integrating their multilingual identities, and compelling visual narratives into their work. They navigate English, the dominant language of the online community, while incorporating multilingual elements to enrich community dialogues. These practices reflect their linguistic adaptability and digital literacies and underscore the significant role of cosmopolitan literacies in transforming literacy studies. The study highlights the impactful digital practices of South Korean adolescents, contributing to a broader understanding of inclusivity and diversity in global literacies.
中文摘要：这项以设计为基础的研究探索了 Write4Change 全球在线社区内来自农村地区的韩国青少年的数字和语言实践，强调了他们对图像驱动工具的使用。在世界主义文化视角的框架下，这些青少年巧妙地融合了地方和全球的维度，整合了他们的多语言身份，并在他们的作品中引人注目的视觉叙事。他们使用在线社区的主要语言英语，同时融入多语言元素以丰富社区对话。这些做法反映了他们的语言适应能力和数字素养，并强调了世界性素养在转变扫盲研究方面的重要作用。该研究强调了韩国青少年有影响力的数字实践，有助于更广泛地了解全球扫盲的包容性和多样性。
https://doi.org/10.1002/jaal.1378
《Peer tutoring as an empowering literacy practice for bilingual Students with Interrupted Formal Education》
《同伴辅导作为双语中断正规教育学生的一种授权识字实践》
作者：Betty Thomason · Natalia A. Ward
英文摘要：Heightened attention to the importance of equitable educational practices in today's schools reveals a growing number of emergent bilingual students who have not received consistent formal education and may be struggling with overall literacy. Labeled as Students with Interrupted Formal Education (SIFE), these learners require novel educational approaches to address their specific academic and social needs. The purpose of this discussion article is to suggest the utility of peer tutoring as a vehicle for increasing literacy and overall sense of belonging for adolescent bilingual SIFE.
中文摘要：当今学校对公平教育实践重要性的高度关注表明，越来越多的新兴双语学生没有接受持续的正规教育，可能在整体识字能力方面遇到困难。被标记为中断正规教育的学生(SIFE) ，这些学习者需要新颖的教育方法来满足他们特定的学术和社会需求。这篇讨论文章的目的是建议使用同伴辅导作为提高青少年双语 SIFE 识字率和整体归属感的工具。
https://doi.org/10.1002/jaal.1372
《How do students use ChatGPT as a writing support?》
《学生如何使用 ChatGPT 作为写作支持？》
作者：Sarah Levine · Sarah W. Beck · Chris Mah · Lena Phalen · Jaylen Pittman
英文摘要：Educators and researchers are interested in ways that ChatGPT and other generative AI tools might move beyond the role of “cheatbot” and become part of the network of resources students use for writing. We studied how high school students used ChatGPT as a writing support while writing arguments about topics like school mascots. We asked: What did students prompt ChatGPT to do? And how did students take up ChatGPT's responses to those prompts? We used Flower and Hayes' writing model to analyze screencasts of students interacting with ChatGPT and one another as they planned, drafted, and reviewed their arguments. Our data show that while planning and drafting, students primarily asked ChatGPT for ideas and then built upon those ideas to develop their own arguments. While reviewing, they generally used ChatGPT as they might use Grammarly or other editing tools. Students also compared their writing with that of ChatGPT, which allowed them to identify their unique writing voices and build meta-level understandings of rhetorical choices and effects. Our study indicates that ChatGPT can become a part of a social, distributed model of writing, and that students can use ChatGPT as a resource for writing without sidestepping the processes of planning, drafting, and reviewing.
中文摘要：教育工作者和研究人员对 ChatGPT 和其他生成性人工智能工具如何超越“作弊机器人”的角色，成为学生用于写作的资源网络的一部分感兴趣。我们研究了高中生如何使用 ChatGPT 作为写作支持，同时就学校吉祥物之类的话题写论文。我们问: 学生提示 ChatGPT 做什么？学生们如何理解 ChatGPT 对这些提示的反应？我们使用弗劳尔和海耶斯的写作模型来分析学生在计划、起草和评论论点时与 ChatGPT 和彼此互动的屏幕录像。我们的数据显示，在计划和起草时，学生们主要向 ChatGPT 征求意见，然后在这些意见的基础上发展自己的论点。在复习时，他们通常使用 ChatGPT，因为他们可能使用 Grammarly 或其他编辑工具。学生们还将自己的写作与 ChatGPT 进行了比较，后者使他们能够识别自己独特的写作声音，并建立对修辞选择和修辞效果的元水平理解。我们的研究表明，ChatGPT 可以成为一个社会化的，分布式的写作模式的一部分，学生可以使用 ChatGPT 作为写作的资源，而不用回避计划，起草和复习的过程。
https://doi.org/10.1002/jaal.1373
《“It's like a guessing game”: Implementation of multiple sign systems in EFL Reading curriculum for undergraduates in Taiwan》
《“猜谜游戏”: 在台湾大学生英语阅读课程中实施多重符号系统》
作者：Slim Ben‐Said · Jo Shan Fu · Hui‐Chin Yeh
英文摘要：This study explores the integration of multiple sign systems within the English as a Foreign Language (EFL) reading curriculum for undergraduates in Taiwan, addressing varied learning styles that are often overlooked by conventional curricular methods. The purpose is to investigate how incorporating semiotics can enhance learning engagement and effectiveness by utilizing diverse sign systems such as art, music, and movement. Data were collected through student-created artifacts, self-reflection logs, and evaluations of learning processes from 57 freshmen participating in literature circles and sign-system activities in a university course. Analysis was conducted using Glaser and Strauss's Constant Comparative Method, identifying themes such as interactive teaching methods and diverse engagement strategies. The findings demonstrate that utilizing multiple sign systems enriches students' engagement and comprehension, suggesting the need for broader application of semiotics in education to cater to diverse learning preferences and enhance overall educational effectiveness.
中文摘要：本研究旨在探讨多元符号系统在台湾大学生英语作为外语阅读课程中的整合，探讨传统课程方法所忽略的多元学习风格。目的是研究如何结合符号学可以提高学习参与和有效性，利用不同的符号系统，如艺术，音乐和运动。通过学生创造的人工制品、自我反思日志和学习过程评价，收集了57名大学新生参加文学圈和符号系统活动的数据。分析采用格拉泽和施特劳斯的恒定比照法，确定主题，如互动式教学方法和多样化的参与策略。研究结果显示，使用多个符号系统可丰富学生的参与和理解能力，提示有需要在教育中更广泛地应用符号学，以迎合不同的学习偏好，并提高整体教育效能。
https://doi.org/10.1002/jaal.1376
《“I would love for teachers to teach in a way that relates to my culture”: African immigrant youth composing digital collages》
《“我希望老师们能以一种与我的文化相关的方式来教学”: 非洲移民青年创作数字拼贴画》
作者：Sandra Boateng · Vaughn W. M. Watson · Joel Berends · Dominic Hateka
英文摘要：We share digital collages composed by youth in Lit Diaspora, a community-based after-school literacy initiative involving Black African immigrant youth and adult collaborators, as one contemporary example of rendering visible the contours of the educational lives of African immigrant youth, among the fastest growing immigrant communities in the U.S. We do so amid anti-Black, anti-immigrant discourse and policy in schools, workplaces, and society in the U.S. and globally. Thus, in framing our inquiry, we examine how educators and researchers, attending to the varied diaspora digital literacies and educational experiences of African immigrant youth: talk back to deficit narratives of their lived schooling experiences; navigate literacy learning across contexts of families and elders; demonstrate social and civic literacies that extend youth's identities; and affirm cultural and embodied knowledge, language, and practices.
中文摘要：我们分享 Lit Diaspora 青年组成的数字拼贴画，这是一个以社区为基础的课后扫盲倡议，涉及非洲黑人移民青年和成年合作者，作为一个当代的例子，使非洲移民青年的教育生活轮廓在美国增长最快的移民社区之一可见。我们在美国和全球的学校、工作场所和社会的反黑、反移民言论和政策中这样做。因此，在构建我们的研究框架时，我们考察了教育工作者和研究人员如何关注非洲移民青年的各种数字文化素养和教育经历: 对他们生活中的学校教育经历进行反驳; 在家庭和长辈的背景下进行识字学习; 展示扩展青年身份的社会和公民素养; 以及肯定文化和具体的知识、语言和实践。
https://doi.org/10.1002/jaal.1366
《Cultivating nonviolent relationships within global literacy education partnerships》
《在全球扫盲教育伙伴关系中培养非暴力关系》
作者：Phillip Wilder · James A. Cohen · Moses Deogracias · Andrea Trudeau
英文摘要：Global literacy partnerships between the Global North and Global South inevitably reside in the expansive waters of neoliberal reforms and coloniality. Global North and Global South literacy educators within global literacy partnerships must decolonize life through a liberatory praxis whereby they are convinced of the right and the duty to fight, to denounce and to announce. Nonviolent Communication, with its focus on speaking honestly and listening empathetically, provides a framework for cultivating the criticality, awareness, and connection needed to disrupt neoliberal reforms and coloniality within partnerships. Through NVC, the everyday dialogic experiences of Global North and Global South educators can generate a “power with” relationship instead of a “power over” relationship of oppression and coloniality.
中文摘要：全球北方和全球南方之间的全球扫盲伙伴关系不可避免地存在于新自由主义改革和殖民主义的广阔水域中。全球扫盲伙伴关系中的全球北方和全球南方扫盲教育工作者必须通过一种解放实践使生活非殖民化，在这种实践中，他们相信有权利和义务进行斗争、谴责和宣布。非暴力沟通的重点是诚实地说话和富有同情心地倾听，它提供了一个培养批判性、意识和联系的框架，这些都是在伙伴关系中破坏新自由主义改革和殖民主义所必需的。通过 NVC，全球北方和全球南方教育者的日常对话体验可以产生一种“权力与”关系，而不是一种压迫和殖民的“权力凌驾”关系。
https://doi.org/10.1002/jaal.1371
《“My beating and bleeding heart for all of you”: Enacting culturally sustaining pedagogy through spoken word poetry》
《“我为你们所有人跳动和流血的心”: 通过口语诗歌实施文化支持教学法》
作者：Jen Scott Curwood
英文摘要：This article highlights how mentors in spoken word poetry workshops drew on culturally sustaining pedagogy, modeled their own creativity and vulnerability through their poetry, and amplified the voices of youth poets by encouraging them to explore their identities and grapple with inequities in their own lives. Situated in western Sydney, one of the most culturally and linguistically diverse communities within Australia, the article focuses on the Real Talk program, a 6-week school-based spoken word poetry workshop organized by the Bankstown Poetry Slam, the largest slam in the southern hemisphere. It examines the critical role that mentor poets play in supporting young people's storytelling through spoken word poetry.
中文摘要：本文重点介绍了口语诗歌研讨班的导师如何利用文化支持教学法，通过他们的诗歌塑造自己的创造力和脆弱性，并通过鼓励他们探索自己的身份和与自己生活中的不平等作斗争来扩大青年诗人的声音。位于悉尼西部，是澳大利亚最具文化和语言多样性的社区之一，这篇文章主要关注“真实谈话”项目，这是一个为期6周的学校口语诗歌研讨会，由班克斯敦诗歌大满贯组织，该南半球是澳大利亚最大的诗歌大满贯。它考察了指导诗人在支持年轻人通过口语诗讲故事方面发挥的关键作用。
https://doi.org/10.1002/jaal.1374
《More being, different doing: Illuminating examples of culturally relevant literacy teaching》
《更多的存在，不同的做法: 文化相关识字教学的启示》
作者：Ambyr Rios · Sharon D. Matthews · Sydney Zentell · Ashlynn Kogut
英文摘要：Preparing literacy teachers for culturally relevant teaching is increasingly critical amidst growing student diversity and pandemic-associated learning needs. However, despite the prevalence of existing reporting on culturally relevant literacy teaching, there remains a disconnect between the theoretical conception and realized implementation of this work in literacy classrooms. Operationalizing the praxis of culturally relevant literacy teaching has remained elusive due to the contextualized and adaptive nature of the practice. This literature review aims to demystify this praxis by particularizing and grounding the theories and ideas that support culturally relevant teacher practices in literacy and offer examples for preservice and in-service practice. We conducted a rapid review of 72 articles to explore how culturally relevant literacy teaching has been included in teacher preparation and teaching. Findings include six categories of culturally relevant literacy practices in preservice teacher education and three in in-service teaching. Results point toward a needed shift away from a curricular focus of this work to one that is pedagogical and student-centered.
中文摘要：在学生多样性和与大流行病相关的学习需求日益增长的情况下，让识字教师为文化相关的教学做好准备日益重要。然而，尽管普遍存在关于与文化相关的扫盲教学的现有报告，但在理论概念和在扫盲课堂上实际执行这项工作之间仍然存在脱节。由于识字教学的背景化和适应性，具有文化相关性的实践仍然难以操作。这篇文献回顾旨在通过具体化和奠定理论和思想基础，支持文化相关的教师识字实践，并提供在职和在职实践的例子，从而揭示这一实践的神秘性。我们对72篇文章进行了快速回顾，以探讨如何将文化相关的识字教学纳入教师培训和教学。调查结果包括在职教师教育中与文化相关的六类扫盲做法和在职教学中的三类扫盲做法。结果表明，需要从这项工作的课程重点转移到一个教学和学生为中心。
https://doi.org/10.1002/jaal.1329
《A Corpus Study of English Language Exam Texts: Vocabulary Difficulty and the Impact on Students' Wider Reading (or Should Students be Reading More Texts by Dead White Men?)》
《英语语料库研究: 词汇难度对学生广泛阅读的影响》
作者：B. R. Jennings · Daisy Powell · Sylvia Jaworska · Holly Joseph
英文摘要：Students in England sit an important gateway examination in English at age 16. Major changes were made to this exam in 2017 resulting in more emphasis on the comprehension of unseen literary texts. This paper uses corpus linguistic methods to identify the kind of vocabulary encountered in these exam texts and compares it to the kind of vocabulary encountered in other sources of written language (classic literary fiction, biographies, poetry, etc.). Results showed vocabulary in the exam texts was typically low in frequency and that older literary fiction texts contained similar types of vocabulary. This suggests that students and teachers should rely more on older literary fiction to best prepare for the exam. However, this raises ethical questions about whether an exam should dictate students' reading experience, especially when older literary fiction is likely to be less diverse and dominated by dead White men.
中文摘要：英国学生在16岁时参加一个重要的英语入门考试。2017年对这门考试做了重大改动，更加强调对看不见的文学作品的理解。本文运用语料库语言学的方法，识别这些考试文本中出现的词汇类型，并将其与其他书面语言(古典文学小说、传记、诗歌等)中出现的词汇类型进行比较。结果表明，考试文本中词汇的使用频率通常较低，而较老的文学小说文本中词汇的类型也相似。这表明学生和老师应该更多地依靠老的文学小说来为考试做最好的准备。然而，这引发了一个伦理问题，即考试是否应该决定学生的阅读体验，尤其是在老的文学小说可能不那么多样化，并且由死去的白人男性主导的情况下。
https://doi.org/10.1002/jaal.1331
《Reflection and projection: Inclusive and diverse texts in the English Language Arts curriculum》
《反思与投射: 英语语言艺术课程中包容性和多样性的教材》
作者：Kimberly R. Stephens · Karyn A. Allee‐Herndon · Vicki L. Luther
英文摘要：Engaging students in the reading process is challenging when they are unable to connect to texts. It is important to provide inclusive and diverse texts (IDTs) in the language arts curriculum. To promote a positive reading experience, all students need to read IDTs with non-stereotypical depictions of girls, women, people of Color, and more. This is challenging when obstacles such as limited resources, a lack of teacher preparation to meet challenges, and stakeholder opposition to “non-traditional” literature may hinder educators' efforts to include IDTs. Using effective instructional strategies, increasing home and school literacy connections, and providing focused teacher training can help overcome these obstacles. Literary texts that reflect multiple identities will promote a more equitable representation of all students within the classroom community. This paper discusses possible strategies and approaches for including and engaging with IDTs and resources educators can use to address instructional challenges and find high-quality texts.
中文摘要：让学生参与阅读过程是具有挑战性的，因为他们不能连接到文本。在语言艺术课程中提供包容性和多样性的语篇是非常重要的。为了促进积极的阅读体验，所有学生都需要阅读非刻板的描述女孩，妇女，有色人种等的 IDT。当资源有限、教师缺乏应对挑战的准备以及利益相关者对“非传统”文学的反对等障碍可能阻碍教育工作者纳入 IDT 时，这就具有挑战性。使用有效的教学策略，增加家庭和学校的识字联系，提供有针对性的教师培训，可以帮助克服这些障碍。反映多重身份的文学作品将促进所有学生在课堂社区中的更公平代表性。本文讨论了可能的战略和方法，包括和参与 IDT 和资源教育工作者可以用来解决教学挑战和找到高质量的文本。
https://doi.org/10.1002/jaal.1335
《High‐interest books, choice, and independent reading: Piloting a reading program with male adolescents in Chile》
《高兴趣书籍，选择，和独立阅读: 试点阅读计划的男性青少年在智利》
作者：Montserrat Cubillos · Rosario Rousseau
英文摘要：Reading is linked to numerous positive outcomes, including academic achievement, reduced stress, and enhanced life expectancy. However, a significant portion of Chilean adolescents engage in limited reading. Notably, male students tend to exhibit lower levels of reading motivation compared to their female counterparts, with declining reading self-concept over time. To address this challenge, this study explores the impact of a 9-month-long pilot reading program aimed at increasing students' reading motivation and volume in an all-boys rural school in southern Chile (N = 120), guided by Self-Determination Theory and adapted from Atwell's reading workshop. The program included four pillars: access to high-interest print books, 90 min per week of in-class independent choice, and peer interactions around reading. t-Tests showed a significant increase in students' reading volume but not in their reading motivation. Nevertheless, multiple regression analyses revealed that, when controlling for students' pre-program reading motivation, achievement, and volume, post-program reading motivation and time allocated for independent reading were significantly associated with the number of pages read during the program. Implications for practice and future research avenues are discussed.
中文摘要：阅读与许多积极的结果有关，包括学业成绩、减轻压力和延长寿命。然而，很大一部分智利青少年阅读量有限。值得注意的是，与女生相比，男生的阅读动机水平往往较低，随着时间的推移，阅读自我概念逐渐下降。为了应对这一挑战，这项研究探索了一个为期9个月的试点阅读计划的影响，该计划旨在提高智利南部一所全男生农村学校(n = 120)的学生的阅读动机和阅读量，该计划由 self-determination theory 指导，改编自阿特韦尔的阅读研讨会。该计划包括四个支柱: 获得高兴趣的印刷书籍，每周90分钟的课堂独立选择，以及围绕阅读的同伴互动。T 检验显示学生的阅读量显著增加，但阅读动机没有显著变化。然而，多元回归分析显示，在控制学生的课前阅读动机、成绩和阅读量时，课后阅读动机和分配给独立阅读的时间与课程中阅读的页数显著相关。讨论了对实践和未来研究途径的启示。
https://doi.org/10.1002/jaal.1339
《Solidarity, agency, and learning in everyday participation: A look at an adult education program in the context of COVID‐19》
《团结、代理和日常参与中的学习: 冠状病毒疾病背景下的成人教育计划》
作者：Judith Kalman · María del Carmen Lorenzatti
英文摘要：The outbreak of the COVID-19 pandemic on the world stage has impacted multiple aspects of our lives, affecting how we interact, organize public affairs, and carry out daily activities. This paper explores how students in an ongoing adult education program in Villa María, Argentina, continued their studies during the 2020–2022 pandemic in the context of the restrictive public health policies that led to suspending in-person classes and collaborative sessions and moving to digitally mediated formats. It centers on the experience of adult learners confronted by the COVID-19 emergency and their response through solidarity relationships and agency. We found that the students actively reorganized and redesigned their academic practices by articulating their emergency needs resulting from the pandemic with their continued participation in their program through acts of solidarity. Finally, we share thoughts and future directions about solidarity in adult learning contexts.
中文摘要：在世界舞台上爆发的2019冠状病毒疾病已经影响到我们生活的多个方面，影响到我们如何互动、组织公共事务和开展日常活动。本文探讨了阿根廷 Villa María 正在进行的成人教育项目的学生在2020-2022年大流行期间如何在限制性公共卫生政策的背景下继续学习，这些政策导致暂停面授课程和协作课程，并转向数字媒介形式。它集中于成年学习者面对2019冠状病毒疾病紧急情况的经验，以及他们通过团结关系和机构作出的反应。我们发现，学生们积极地重新组织和重新设计了他们的学术实践，通过团结行动阐明了他们因大流行而产生的紧急需求，并继续参与他们的项目。最后，我们分享了在成人学习环境中关于团结的想法和未来的方向。
https://doi.org/10.1002/jaal.1334
《Cultivating critical race theory awareness with secondary pre‐service teachers through examination of Black Lives Matter‐themed literature》
《通过黑人生活物质主题文学考试培养中学职前教师的批判性种族理论意识》
作者：K. Dara Hill
英文摘要：This study documents secondary pre-service teachers (PSTs) who examined Black Lives Matter (BLM)-themed young adult literature (YAL) embedded in contemporary realistic fiction and graphic novels, as part of coursework for an online YAL course required for secondary teacher certification. An analysis of instructor mentoring, online discussions, literature evaluations, and interviews demonstrates enhanced awareness of the need to implement BLM-themed literature, against the grain of rigid curricular requirements and policies that ban critical race theory (CRT) dialogue in numerous school districts. Moreover, PSTs identified these texts as a source to guide CRT to raise awareness of the history and permanence of systemic racism and its influence on contemporary society and the implementation of culturally relevant literature.
中文摘要：这项研究记录了中学职前教师(PST) ，他们研究了当代现实主义小说和图形小说中嵌入的黑人生活物质(BLM)主题的青年文学(YAL) ，作为中学教师证书所需的在线 YAL 课程的一部分。对教师指导、在线讨论、文献评估和访谈的分析表明，在许多学区，针对严格的课程要求和禁止批判性种族理论(CRT)对话的政策，需要实施 BLM 主题文献的意识有所增强。此外，专家组确定这些案文是指导反对种族主义和不容忍委员会提高对系统性种族主义的历史和持久性及其对当代社会的影响的认识以及执行与文化相关的文献的一个来源。
https://doi.org/10.1002/jaal.1337
《Across four nations: Comparing the discourses of adolescents' digital literacy》
《跨越四个国家: 青少年数位素养话语的比较》
作者：Dingxin Rao · Changhee Lee · Youssef Fdilat · Abdelmajid Bouziane · Mark Dressman
英文摘要：In this study, we investigated media reports and literacy research in four nations—China, Morocco, the Republic of (South) Korea, and the United States—about the relationship between adolescents' literacy and use of digital media, or digital literacy. We present short “snapshots” of adolescents' digital literacy in each country and then compare these to findings in a report about adolescent literacy and uses of digital media published by the Program for International Student Assessment (PISA). Our analysis indicates significant variation across countries in both literate traditions and adolescents' access to digital media, and notes that these interact to create unique conditions for adolescents' digital literacy in each country, even as, across the four nations, adolescents' capacity to innovate and solve problems with digital access seems constant. In conclusion, we are cautious about making global claims about the state of adolescents' literacy worldwide but point to important findings about how the use of the internet in schools seems to have a positive impact on reading performance and offer some implications for classroom practice.
中文摘要：在这项研究中，我们调查了我国、摩洛哥、韩国和美国这四个国家的媒体报道和读写能力研究，调查了青少年读写能力与数字媒体或数位素养的使用之间的关系。我们展示了每个国家青少年数位素养的简短“快照”，然后将这些结果与国际学生评估项目(pISA)发布的一份关于青少年识字和使用数字媒体的报告进行了比较。我们的分析表明，不同国家的文化传统和青少年接触数字媒体的情况存在显著差异，并指出，这些相互作用为每个国家的青少年数位素养创造了独特的条件，即使在四个国家，青少年创新和解决数字接入问题的能力似乎是恒定的。总而言之，我们对于全球范围内的青少年识字状况的声明持谨慎态度，但是我们指出了一些重要的发现，即学校使用互联网似乎对阅读成绩有积极的影响，并且为课堂实践提供了一些启示。
https://doi.org/10.1002/jaal.1338
《The impact of children's and young adult literature courses on teachers' selection of global and culturally diverse texts for the classroom》
《儿童和青少年文学课程对教师在课堂上选择全球性和文化多样性文本的影响》
作者：Lauren Aimonette Liang · Ronald R. Cromwell · Douglas J. Hacker
英文摘要：This large-scale survey study examined how teachers select and integrate global and culturally diverse children's and young adult literature for their classrooms. Results from the survey captured self-reports of the selection process, suggesting if and how teachers were selecting and integrating this literature and reflecting possible influence from children's and young adult literature courses taken in teacher preparation programs. Taking general children's and young adult literature courses, and specific courses on diverse literature and global literature was found to be related to teachers' responses to questions centered on selecting, evaluating, and integrating global and culturally diverse literature. These courses may be pivotal to increase the needed integration of global and culturally diverse children's and young adult literature into secondary and elementary classroom instruction.
中文摘要：这项大规模的调查研究考察了教师如何选择和整合全球和文化多样性的儿童和青少年文学作品。调查结果记录了选择过程的自我报告，提示教师是否以及如何选择和整合这些文献，并反映了在教师培训计划中所选择的儿童和青少年文学课程可能产生的影响。参加一般儿童和青少年文学课程，以及关于不同文学和全球文学的具体课程，发现与教师对以选择、评价和整合全球和文化多样性文学为中心的问题的回答有关。这些课程可能是关键，以增加所需的全球和文化多样性的儿童和青少年文学融入中小学课堂教学。
https://doi.org/10.1002/jaal.1341
《“You have to start with what they know:” Cultivating genius and joy with multilingual adolescents》
《“你必须从他们所知道的开始:”与多语种的青少年一起培养天才和快乐》
作者：Emily Zoeller
英文摘要：A historically responsive literacy (HRL) approach (Muhammad, 2020a, 2020b) fosters literary pursuits in learners, preparing them to transcend skill development and use literacy to shape a more just and compassionate world. Despite its transformative potential, not enough is known about HRL application with multilinguals, especially in secondary literacy settings. This study uses the HRL framework to explore the cases of six teachers and how they cultivate genius with their multilingual students. I analyze participant narratives and teaching examples from their bilingual settings, focusing on pedagogies of translanguaging and Transliteracy. Findings show how teachers centered students' strengths in language and literacy and this supported the development of skills and identity. Cultivating genius in students amplified joy for students and teachers. For equitable literacy instruction of multilinguals, teacher development must support pedagogy that builds on multilinguals' assets and engages multiple literary pursuits.
中文摘要：历史反应识字(HRL)方法(Muhammad，2020a，2020b)培养学习者的文学追求，使他们超越技能发展，并利用识字来塑造一个更加公正和富有同情心的世界。尽管 HRL 具有改革的潜力，但是对于 HRL 在多语言环境中的应用，尤其是在中等教育环境中的应用，我们知之甚少。本研究运用人力资源学习理论框架探讨了六位教师的个案，以及他们如何利用多语言学生培养天才。我分析了双语环境下的参与者叙事和教学实例，重点讨论了跨语言和跨文化教学法。调查结果显示，教师如何集中学生的语言和读写能力，这支持了技能和身份的发展。培养学生的天赋增加了学生和老师的快乐。对于公平的多语言识字教学，教师发展必须支持教学法，建立在多语言的资产和参与多种文学追求。
https://doi.org/10.1002/jaal.1340
《“Bold of them to assume I want to wait until I'm older to do what I love:” One teens' activism and civic engagement online》
《“他们大胆地认为我想等到年纪大了再去做我喜欢的事情:”一个青少年的行动主义和网上公民参与》
作者：Dominique McDaniel
英文摘要：This paper explores the social media literacies of Dakari, a 16-year-old Black teen reader, writer, and activist, within a broader 3-month multi-case study on diverse teens' online literacies. The focus is on Dakari's multimodal literacy practices related to social justice activism and civic engagement. The study highlights how social media platforms empower youth, exemplified by teens like Dakari who utilize these spaces to influence culture, practice critical literacies, and establish civic identities. Examining Dakari's case, three key themes emerge: (1) addressing systemic racism, (2) driving change as a content creator, and (3) challenging the idea that one must wait until adulthood to make a difference. The study highlights the transformative potential of youth of Color's social media literacies, suggesting a reimagining of educators' roles to recognize and respect teens' online literacies while fostering youth identity and political engagement. It is imperative to reshape teaching methods for justice and social change in the digital age. This involves supporting student literacy development and acknowledging the timely language and literacies of youth in social media contexts.
中文摘要：Dakari 是一个16岁的黑人青少年读者、作家和社会活动家，本文通过一个为期3个月的关于不同青少年网络素养的多案例研究，探讨了他的社会媒体素养。重点是达卡里的多模式扫盲实践相关的社会正义行动主义和公民参与。这项研究强调了社交媒体平台如何赋予年轻人力量，例如像 Dakari 这样的青少年，他们利用这些空间来影响文化，练习批判性的读写能力，并建立公民身份。在审视 Dakari 的案例时，出现了三个关键主题: (1)解决系统性种族主义，(2)作为内容创造者推动变革，以及(3)挑战人们必须等到成年才能有所作为的观点。这项研究强调了 Color 的社交媒体素养对青少年的变革潜力，建议重新设想教育者的角色，承认和尊重青少年的网络素养，同时培养青少年的身份认同和政治参与。在数字时代，重塑正义和社会变革的教学方法势在必行。这包括支持学生识字能力的发展，承认青年在社交媒体环境中及时使用语言和识字能力。
https://doi.org/10.1002/jaal.1343
《Rethinking and redrawing teaching and learning: Latinx preservice teachers documenting their pedagogies of the home through comic strips》
《反思和重新绘制教学和学习: 拉丁语实习教师通过漫画记录他们的家庭教学法》
作者：Mónica González Ybarra · Elenia Marroquin
英文摘要：The purpose of this study is to understand how Latinx preservice teachers (LPSTs) engage their multimodal and multilingual literacies to create comic strips about the knowledge and pedagogies found within their homes located within with U.S.-Mexico borderlands. Drawing on pedagogies of the home and Chicanx/Latinx multimodality, the findings illustrate how the LPSTs used comic creation to document teaching and learning practices of biculturalism, cultural preservation, spirituality, remedios, and the importance of education. This study has implications for developing teacher education pedagogies that are reflective of the linguistic and cultural diversity of LPSTs.
中文摘要：这项研究的目的是了解拉丁语职前教师(LPST)如何利用他们的多模式和多语言的文化素养来创造有关知识和教学法的连环漫画，这些知识和教学法都是在他们位于美国墨西哥边境地区的家中发现的。根据家庭和 Chicanx/拉丁多模式的教学法，研究结果说明了 LPSTs 如何使用喜剧创作来记录双文化主义、文化保存、精神、补救措施和教育的重要性的教学和学习实践。这项研究对于发展反映语言和文化多样性的教师教育教学法具有启示意义。
https://doi.org/10.1002/jaal.1348
《Identifying and interpreting gendered violence: Visual literacy in an audience reception study of Issa López' Casi Divas》
《识别和解释性别暴力: Issa López 的《 Casi Divas 》受众接受研究中的视觉素养》
作者：Dayna Jean DeFeo · Rebeca Maseda García · Zeynep Kılıç
英文摘要：We present an audience reception study of participant reactions to gender-based violence in Issa López' 2008 film, Casi Divas, chosen for its nuanced depiction of women grappling with several violences. Over three focus groups with 15 adult participants, we used Galtung's conflict theory to explore what participants identified as violence, and how victims should respond to violence in various forms. We find that participants have a narrow definition of violence, seeing it as an individualized act and therefore neglecting to consider its cultural or structural foundations. The participants' responses to violence largely reflected neoliberal values of personal empowerment and choice, resilience, and “leaning in.” We recommend critical visual literacy as a tool in the educational context to identify and address violence, to fight inequity, and to establish emancipatory discourses.
中文摘要：我们在伊萨 · 洛佩斯2008年的电影《 Casi Divas 》中展示了一个观众接受研究，这部电影对基于性别的暴力的参与者反应进行了研究，选择这部电影是因为它细致入微地描绘了女性与多种暴力作斗争的情景。在三个有15名成年参与者的焦点小组中，我们使用加尔东的冲突理论来探讨参与者认为什么是暴力，以及受害者应该如何应对各种形式的暴力。我们发现，参与者对暴力的定义很狭窄，认为暴力是一种个人行为，因此忽视了暴力的文化或结构基础。参与者对暴力的反应在很大程度上反映了新自由主义的价值观，即个人赋权和选择、适应能力和“向前倾斜”我们建议将批判性视觉识字作为教育背景下的一种工具，以识别和解决暴力问题，打击不平等现象，并建立解放性话语。
https://doi.org/10.1002/jaal.1347
《Utility value of improving writing skills for adult basic education students》
《提高成人基础教育学生写作能力的效用价值》
作者：Jennifer Martinez · Daphne Greenberg · Cynthia S. Puranik · Jason L. G. Braasch · Zoi A. Traga Philippakos · Charles A. MacArthur · Christine Miller
英文摘要：Motivational research identifies utility value, or the importance of a learning task to future goals, as central to motivation to learn. This study analyzed survey data (N = 86) collected from adult literacy learners to examine their utility value of writing improvement in grammar and spelling skills, word processing skills, and planning, drafting, and revising skills. Findings revealed that participants had a high utility value of improving writing in all three skill areas and possessed a variety of underlying motivations, including obtaining further education, seeking future employment, and personal reasons. Participants' age, educational attainment, and reading levels showed relationships with utility value of improving grammar and spelling skills, and age showed an additional relationship to utility value of improving word processing skills. This work extends research on motivation in this population and supports the application of expectancy-value theory to both adult motivation and writing motivation.
中文摘要：动机研究确定效用价值，或学习任务对未来目标的重要性，是学习动机的核心。本研究分析了从成人识字学习者中收集的调查数据(N = 86) ，以检验他们在语法和拼写技能、文字处理技能以及计划、起草和修改技能方面的写作提高的效用价值。研究结果显示，参与者在提高所有三个技能领域的写作能力方面具有很高的效用价值，并且拥有多种潜在的动机，包括获得进一步的教育、寻求未来的就业和个人原因。参与者的年龄、学历和阅读水平与提高语法和拼写技能的效用值有关，年龄与提高文字处理技能的效用值有额外的关系。本研究扩展了对这一人群动机的研究，并支持了期望价值理论在成人动机和写作动机两方面的应用。
https://doi.org/10.1002/jaal.1349
《Students' reading in higher education: Challenges and ways forward》
《高校学生阅读: 挑战与出路》
作者：Lotta Bergman
英文摘要：This article deals with reading as a significant challenge for higher education students. The study aimed to understand students' experiences of challenges in reading during their first three semesters at university and how they handled these challenges. It is a qualitative case study built on in-depth interviews with nine people studying to be primary teachers and their diaries about reading experiences in the academy. The findings show that students experience considerable anxiety and stress regarding finding enough time for reading tasks and comprehending what they read. They soon discover that extensive reading is a prerequisite for writing, questioning, and active participation in lectures and seminars. Despite experiences of lack of support from their teachers, most students identify new approaches and strategies to develop their reading, moving from passive to active engagement with texts. The findings implicate that continuous support from disciplinary experts is crucial for students' reading and writing development. Such support includes inviting students to participate in disciplinary practices, its tools, concepts, ways of thinking, genres used, approaches to reading, and what it means to reason, analyze, and argue in a discipline.
中文摘要：阅读是高等教育学生面临的一个重大挑战。这项研究旨在了解学生在大学前三个学期的阅读挑战经历，以及他们如何应对这些挑战。这是一个定性的个案研究，建立在深入访谈的基础上，9人学习小学教师和他们的阅读经验在学院的日记。研究结果表明，学生在寻找足够的时间进行阅读任务和理解他们所阅读的内容时，会经历相当大的焦虑和压力。他们很快发现，广泛阅读是写作、提问和积极参与讲座和研讨会的先决条件。尽管缺乏老师的支持，大多数学生还是找到了新的方法和策略来发展他们的阅读，从被动阅读转变为主动阅读。研究结果表明，学科专家的持续支持对学生的阅读和写作发展至关重要。这种支持包括邀请学生参与学科实践，其工具、概念、思维方式、使用的体裁、阅读方法，以及在学科中推理、分析和辩论的意义。
https://doi.org/10.1002/jaal.1346
《Reading alphabetic and nonalphabetic writing systems: A case study of bilingual teachers' reading processes through eye movement miscue analysis》
《字母和非字母书写系统的阅读: 双语教师阅读过程中眼动失误分析的个案研究》
作者：Yang Wang · Ismahan Arslan‐Ari · Ling Hao · kyungjin Hwang
英文摘要：This case study investigates the reading processes of two bilingual teachers who speak English as a second language and use different first languages—Mandarin Chinese and Korean. The two participants read researcher-selected digital texts in English and in their respective first language, retold the texts, and answered comprehension questions about the texts. Their reading aloud and eye movements were recorded for miscue and eye movement analysis. Using Eye Movement Miscue Analysis, the findings showcase the distinctive characteristics of their first-language and second-language reading processes. The cross-linguistic comparison between bilingual reading processes further shows the bilingual participants' similarities and differences in terms of the use of language systems, eye movements, language variations, and image use. This study supports the understanding of non-Roman alphabetical language speakers' reading process, adds to our understanding of the bilingual reading process, and provides teaching and research implications for bilingual teachers and educators.
中文摘要：本研究采用个案研究的方法，调查了两位以英语为第二语言、使用不同母语(汉语普通话和韩语)的双语教师的阅读过程。两位参与者阅读研究者选择的英语和他们各自的第一语言的数字文本，重述文本，并回答关于文本的理解问题。记录他们的朗读和眼球运动，以便进行混淆和眼球运动分析。使用眼动失误分析，研究结果展示了他们第一语言和第二语言阅读过程的独特特征。双语阅读过程的跨语言比较进一步显示了双语参与者在语言系统使用、眼动、语言变异和图像使用等方面的异同。本研究支持了解非罗马字母语言使用者的阅读过程，加深了我们对双语阅读过程的理解，并为双语教师和教育工作者提供了教学和研究启示。
https://doi.org/10.1002/jaal.1351
《“Gender is like an ocean”: Exploring the intersections of queer literacy research and teaching through filmmaking》
《“性别就像一片海洋”: 通过电影制作探索酷儿素养研究和教学的交叉点》
作者：Rob Simon · Pamela Baer · Ty Walkland
英文摘要：In this article, we revisit the co-creation of a 45-min film, Gender is Like an Ocean, produced with middle school students in response to Kirstin Cronn-Mills's young adult novel Beautiful Music for Ugly Children. The making of this film brought together collaborative inquiry and arts creation. Drawing on the work of critical literacy educators as well as scholars in queer and trans studies, we trace students' participation in the process of co-creating this film through three critical moments, which map their inquiries into gender identity and representation and our own attempts to learn alongside them.
中文摘要：在这篇文章中，我们重新审视一部45分钟的电影《性别就像海洋》 ，这部电影是与中学生一起制作的，以回应柯尔斯汀 · 克罗恩-米尔斯(Kirstin Cronn-Mills)的青少年小说《丑孩子的美丽音乐》(Beautiful Music for Ugly Children)。这部电影的制作集合了合作探索和艺术创作。借鉴批判素养教育工作者以及同性恋和跨性别研究学者的工作，我们通过三个关键时刻追踪学生参与共同创作这部电影的过程，这些时刻映射出他们对性别认同和表征的探索，以及我们自己与他们一起学习的尝试。
https://doi.org/10.1002/jaal.1350
《Adolescents' use of digital media during the pandemic: Implications for literacy》
《青少年在大流行期间使用数字媒体: 对识字的影响》
作者：Fei Victor Lim · Chin Ee Loh · Taina Teravainen
英文摘要：The COVID-19 pandemic and the subsequent lockdown measures in many countries have increased young people's engagement with digital media. The digital divide goes beyond just having devices and includes differences in how well young people can use digital technology. In this paper, we shift our attention beyond screen time to the nature of the adolescents' digital media use. Our study looks at two adolescents from different backgrounds to understand how their digital media experiences differ in viewing, play, and reading. We add to the literature on the influence SES has on the ways in which adolescents are using digital media during the COVID-19 pandemic in Singapore. Our study was conducted during the pandemic and participants were selected using convenience stratified sampling and the snowballing method. Our findings show that the adolescents' digital viewing was motivated by the need to be a part of an affinity group and that while the viewing was passive, it served a social function to develop a sense of connectedness with peers. We also found that adolescents from high socioeconomic backgrounds tended to engage in more digital reading compared to their peers from low socioeconomic backgrounds. In addition, while the adolescents' digital play was shaped by their socioeconomic realities, they were able to make the most from their circumstances and demonstrated both creativity and savviness. By demonstrating the disparities in digital media experiences between two adolescents from contrastive socioeconomic backgrounds, we shed light on the implications of the digital divide, where both equitable access to digital resources and the development of digital literacies necessary to navigate the digital landscape is currently lacking. We argue for the importance for researchers and policymakers to move beyond acknowledging long-standing concerns and take actionable steps to address these issues.
中文摘要：2019冠状病毒疾病大流行以及随后在许多国家采取的封锁措施，增加了年轻人对数字媒体的参与。数字鸿沟不仅限于拥有设备，还包括年轻人在如何使用数字技术方面的差异。在本文中，我们把注意力从屏幕时间转移到青少年使用数字媒体的本质上。我们的研究观察了两个来自不同背景的青少年，以了解他们在观看、玩耍和阅读方面的数字媒体体验是如何不同的。在新加坡2019冠状病毒疾病大流行期间，社会经济地位对青少年使用数字媒体的方式产生了影响。我们的研究是在大流行期间进行的，参与者是用方便分层抽样和滚雪球方法挑选出来的。我们的研究结果表明，青少年的数字观看是由成为一个亲和力团体的一部分的需要而激发的，虽然观看是被动的，它服务于一种社会功能，以发展与同龄人的连接感。我们还发现，与低社会经济背景的同龄人相比，来自高社会经济背景的青少年倾向于参与更多的数字阅读。此外，虽然青少年的数字游戏是由他们的社会经济现实塑造的，但他们能够最大限度地利用他们的环境，并显示出创造力和智慧。通过证明来自对比的社会经济背景的两个青少年之间在数字媒体经验方面的差异，我们阐明了数字鸿沟的影响，目前缺乏公平获取数字资源的机会和导航数字景观所必需的数字素养的发展。我们认为，研究人员和决策者必须超越承认长期存在的关切，采取可行的步骤来解决这些问题。
https://doi.org/10.1002/jaal.1353
《Shame and love in a city high school: Understanding Chinese rural students' narratives of critical world making》
《城市中学的羞耻与爱: 解读我国农村学生对批判世界的叙事》
作者：Xueting Zhou · Angela M. Kohnen
英文摘要：In this Narrative Inquiry, we share the stories of three Chinese rural students who grew up in a southeastern county in China before moving to the county seat for high school. By inviting our participants to read their own life, we aimed to understand how Chinese rural students make sense of their experience in an exam-centered school system that seemed to offer them opportunities of upward social mobility but at the same time perpetuated the mindset of rural deficiency. Data analysis shows that the visceral feelings of shame and love played an important role in our participants' critical consciousness about school, allowing them to work within and against school norms to transform a strictly stratified school space. We argue that marginalized youth's storytelling can become a practice of critical literacy, enabling them to construct critical meaning makings in embodied ways.
中文摘要：在这个叙事调查中，我们分享了三个我国农村学生的故事，他们在我国东南部的一个县长大，然后搬到县城上高中。通过邀请我们的参与者阅读他们自己的生活，我们旨在了解我国农村学生如何理解他们在以考试为中心的学校体系中的经历，这种体系似乎为他们提供了向上社会流动的机会，但同时也延续了农村贫困的心态。数据分析表明，羞耻感和爱的本能在参与者的学校批判意识中起着重要作用，使他们能够在学校规范内部或者反对学校规范，从而改变严格分层的学校空间。我们认为，被边缘化的年轻人讲故事可以成为一种批判素养的实践，使他们能够以具体化的方式构建关键意义。
https://doi.org/10.1002/jaal.1354
《Teacher vulnerability as a pedagogical tool: A comparative case study in two literacy classrooms》
《作为教学工具的教师脆弱性: 两个扫盲班的比较案例研究》
作者：Yi Chun Lai · Mark B. Pacheco · Jared McKee
英文摘要：Viewing teacher vulnerability as a pedagogical tool, this comparative case study examined two secondary literacy teachers' use of vulnerability in relation to various instructional goals. Through the analysis of eight video-recorded lessons, we found that teachers demonstrated vulnerability through multiple ways within their literacy instruction through modeling ways of connecting personal experiences to texts, and establishing classroom norms that welcome difficult emotions and experiences. However, we also found that teacher vulnerability can sometimes lead to uncertainty, and even constrain student participation. We argue that teacher vulnerability helps establish a humanizing pedagogy, and offer possible strategies for teachers who are vulnerable within literacy instruction. We conclude with a discussion of different levels of appropriating vulnerability as a pedagogical tool.
中文摘要：本研究以教师脆弱性为教学工具，考察了两位中学识字教师在不同教学目标下的脆弱性使用情况。通过对8节录像课的分析，我们发现教师在识字教学中通过多种方式表现出脆弱性，方法是将个人经历与课文联系起来，并建立欢迎困难情绪和经历的课堂规范。然而，我们也发现教师的脆弱性有时会导致不确定性，甚至限制学生的参与。我们认为，教师的脆弱性有助于建立一个人性化的教学法，并提供可能的策略，教师谁是脆弱的扫盲教学。最后，我们讨论了将脆弱性作为教学工具的不同层次。
https://doi.org/10.1002/jaal.1355
《Beyond book clubs: Establishing a network of teacher‐readers through community, purpose, and joy》
《超越读书俱乐部: 通过社区、目标和快乐建立一个教师读者网络》
作者：Emily Cissi · Renee Stites Kruep · Christy Goldsmith
英文摘要：When a hard-working, justice-oriented group of pre-service English teachers (PSTs) identified themselves as non-readers, two professors and a program alumna at a flagship university in the Midwest were inspired to create a young adult (YA) literature book club. Through monthly meetings, PSTs (and later first-year teachers) gathered in a welcoming third space (Gutiérrez, 2008) to discuss YA books as readers and as teachers, considering both the experience of reading and the purpose for using these texts in their classrooms (Rosenblatt, 1994). Outcomes from Overbooked: An Educators' Book Club suggest that pre-service teachers can find reading joy when offered a supportive space and community to grow as readers and teachers.
中文摘要：当一群努力工作、以正义为导向的职前英语教师(PST)认定自己是非读者时，中西部一所旗舰大学的两位教授和一位项目校友受到启发，创建了一个青年文学读书俱乐部(YA)。通过每月的会议，PST (以及后来的一年级教师)聚集在一个欢迎的第三空间(Gutiérrez，2008)讨论青少年读物作为读者和教师，考虑到阅读的经验和在课堂上使用这些文本的目的(Rosenblatt，1994)。超额预订的结果: 一个教育者图书俱乐部表明，职前教师可以找到阅读的乐趣，当提供一个支持性的空间和社区，成长为读者和教师。
https://doi.org/10.1002/jaal.1363
《“Spilling tea”: A critical feminist reclamation of gossip in literature and media》
《“泼茶”: 文学与媒体对八卦的批判性女性主义回归》
作者：Katherine E. Batchelor · Kelli A. Rushek · Julia Beaumont
英文摘要：In this discussion, we argue for those who are literacy educators to reframe gossip as a dialogic, feminist act in their teaching and interpretation of gossip as framed in the literature they teach in secondary English language arts (ELA) classrooms. Reframing gossip as a feminist act invites meaning-makers to view those conversations and generative dialogues discursively gendered in deficit ways (or gossip) as proactive, productive, and powerful tools of connection between and within societies and communities. We share how we centered and created through a critical feminist lens, an ELA curriculum that supports gossip as a literary tool that drives narratives in plot formation, as well as a means to enhance characters' positions, personalities, allies, and enemies within a story. Most importantly, we use gossip as an analytical tool to reframe and promote gender equity, guiding preservice teachers and adolescents in critical analysis of the innumerable ways systems and institutions of power and privilege—such as race, ethnicity, religion, and sexuality—intersect in the fight for gender equality. First, we will discuss our guiding theoretical framework of critical feminist pedagogy to examine the ELA curriculum. Next, we share how the development of a curricular unit on reframing gossip in literature unfolded organically through a monthly Saturday workshop called “Writing Us In: Developing Critical Literacy Curriculum for ELA Classrooms.” Then, we showcase how one preservice ELA teacher applied the critical feminist lenses examined within the workshop space to develop a linked text set and subsequent ELA curricular unit with the aims of her future students to critically analyze, from a feminist lens, how gossip is portrayed in society and how it is framed in literature. We end with a discussion of how our spotlight student reflects on this project and her key takeaways.
中文摘要：在这个讨论中，我们主张那些读写教育者在他们的教学和解释八卦时，将八卦重新定义为一种对话性的女权主义行为，就像他们在中学英语语言艺术(ELA)课堂上教授的文学一样。将八卦重新定义为一种女权主义行为，会让意义创造者将这些对话和生成性对话视为社会和社区之间和内部联系的主动、有效和强大的工具。我们分享我们如何通过批判性的女权主义镜头，ELA 课程，支持八卦作为一个文学工具，推动故事情节的形成，以及一种手段，以提高人物的地位，个性，盟友和敌人在一个故事。最重要的是，我们利用八卦作为一种分析工具来重新构建和促进性别平等，引导职前教师和青少年批判性地分析权力和特权制度(如种族、民族、宗教和性)在争取性别平等的斗争中的无数交叉方式。首先，我们将讨论我们的批判性女性主义教育学的指导理论框架，以检视 ELA 课程。接下来，我们将通过每月一次的周六研讨会“写作我们: 为 ELA 课堂开发批判素养课程”来分享如何开发一个重新构建文学八卦的课程单元然后，我们展示了一位职业教育学院的老师是如何运用研讨会空间中的女权主义批判镜头，开发出一套相互关联的文本集和随后的课程单元，目的是让她未来的学生从女权主义的角度批判性地分析社会中的流言蜚语是如何描绘的，以及它是如何在文学中被框定的。最后，我们将讨论我们的聚光灯下的学生如何看待这个项目以及她的主要观点。
https://doi.org/10.1002/jaal.1327
《Using a supplemental, multicomponent reading intervention to increase adolescent readers' achievement》
《采用多元阅读辅助干预提高青少年读者阅读成绩》
作者：Margaret Osgood Opatz · Sarah Kocherhans
英文摘要：This study examined the effect of a supplemental, multicomponent reading intervention with 75 seventh graders who scored below grade level according to a battery of assessments. Students received a yearlong reading intervention during the 2021–2022 or 2022–2023 school year. Students' pretest and posttest data were compared to determine the impact of the reading intervention. Findings indicate that the reading intervention resulted in greater than typical improvement in reading ability, as students reading below grade level made more than a full year's growth in reading level. Implications for practice include the need for supplemental support for adolescent readers, which can mitigate the need for reading intervention that persists in secondary education.
中文摘要：本研究以75名七年级学生为研究对象，根据一系列评估结果，探讨补充多元阅读干预的效果。学生在2021-2022或2022-2023学年接受为期一年的阅读干预。比较学生的前后测数据，以确定阅读干预的影响。研究结果表明，阅读干预对学生阅读能力的提高作用大于一般水平，因为低于年级水平的学生阅读水平的提高超过了一整年的水平。对实践的影响包括需要对青少年读者的补充支持，这可以减轻对阅读干预的需要，坚持在中等教育。
https://doi.org/10.1002/jaal.1333
《Reimagining writing: Integrating wicked problems into secondary writing instruction through a research practice partnership》
《重新想象写作: 通过研究实践伙伴关系将邪恶的问题整合到中学写作教学中》
作者：Christina James · Sarah J. McCarthey
英文摘要：Literacy scholars have called for writing instruction to promote civic engagement, student agency, and multimodal composing. This study addressed this call by describing a research-practice partnership to reimagine writing instruction in a high school English course by incorporating human-centered design challenges. Using case study methods, we describe the process to negotiate curriculum, the divergent ways teachers implemented it, and the positive impact it had on students' attitudes toward writing. Through a transliteracies lens, we found that negotiating a (re)designed curriculum means working through tensions that can lead to new ways of thinking about writing. The (re)designed instruction centered 21st century composing practices that were inherently multimodal and resonated with students' out-of-school composing practices. This led to a positive shift in students' attitudes toward writing. The study suggests that incorporating “wicked problem” design challenges has the potential to reimagine how we teach writing in secondary education.
中文摘要：识字学者呼吁写作教学，以促进公民参与，学生代理和多模式的作曲。这项研究通过描述一个研究-实践伙伴关系来解决这个问题，通过结合以人为中心的设计挑战来重新构想高中英语课程中的写作教学。采用案例研究的方法，描述了课程协商的过程，教师实施课程协商的不同方式，以及课程协商对学生写作态度的积极影响。通过音译的视角，我们发现，谈判一个(重新)设计的课程意味着通过紧张的工作，可以导致新的思维方式的写作。重新设计的教学以21世纪的作曲实践为中心，这些实践本身就是多模式的，并与学生的校外作曲实践产生了共鸣。这使得学生对写作的态度发生了积极的转变。这项研究表明，合并“邪恶问题”的设计挑战有可能重新思考我们如何在中等教育中教写作。
https://doi.org/10.1002/jaal.1362
《“Oh my god, I did that!”: Proud writing moments as a key ingredient for supportive and individualized writing instruction》
《“哦，我的上帝，我做到了!”: 自豪的写作时刻是支持和个性化写作教学的关键因素》
作者：Susan S. Fields · Christina L. Dobbs
英文摘要：This discussion article presents practices for designing more supportive and individualized writing tasks for adolescent and young adult students. The practices emerged from a synthesis of findings from a prior study in which we asked 79 undergraduates to talk about moments from their writing histories that made them feel proud of their writing.
中文摘要：这篇讨论文章介绍了为青少年学生和青年学生设计更具支持性和个性化的写作任务的实践。这些做法来自于一项综合了之前研究结果的研究，在这项研究中，我们让79名大学生谈论他们写作历史中那些让他们为自己的写作感到自豪的时刻。
https://doi.org/10.1002/jaal.1330
《Literary responses in Spanish adolescents: Adaptation, validation, and analysis of the Literary Response Questionnaire》
《西班牙青少年的文学反应: 文学反应问卷的改编、验证和分析》
作者：Diana Muela Bermejo · Irene Mendoza‐Cercadillo · Lucía Hernández‐Heras
英文摘要：This study involves translating, cross-culturally adapting, and validating the Literary Response Questionnaire (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story-driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist-authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader-centered approach suggested by the current Spanish curriculum.
中文摘要：本研究采用文学反应问卷(LRQ)对413名西班牙青少年进行翻译、跨文化适应和验证。它探讨了西班牙文学教育的演变及其与阅读反应范式的一致性。通过探索性和验证性因素分析，采用西班牙语对不同地点的 LRQ 进行了验证。研究从休闲逃避、洞察力、移情、故事驱动阅读、关注作者、意象生动、拒斥文学价值等维度分析了读者的阅读反应。研究结果表明，青少年对文学阅读普遍表现出冷漠和排斥，同时对文学教育的历史决定论-作者方法表现出明显的不赞成。根据学生的性别、参加双语课程的人数以及显著的每年阅读书籍的数量，发现了显著的差异。这强调了在中等教育中引入符合青少年休闲偏好的文学阅读实践的重要性，鼓励个人和经验参与文本。这可以在课堂上实现从历史决定论者向以读者为中心的方法的转变，这是目前西班牙语课程所建议的。
https://doi.org/10.1002/jaal.1328
