The main aim of this research was to investigate the effect of computer games on student' critical thinking disposition and educational achievement. The research method was descriptive, and its type was casual-comparative. The sample included 270 female high school students in Andimeshk town selected by multistage cluster method. Ricketts questionnaire was used to test critical thinking and the researcher made questionnaires were used to test computer games. T-test and one-way ANOVA were employed to analysis of the data. The findings of the study showed that playing computer games has no significant effect on critical thinking, however, there were a significant effect of playing computer games on students' educational achievement (P<0/05). Furthermore, the results showed that the type of computer game has no significant effect on students' disposition to critical thinking and their educational achievement.

The importance of the relationships between industry and academia is stressed by strategists, politicians, Vocational Education Training (VET) policy makers, and industrial planners. Industry without knowledge surely dies, and knowledge without application of that knowledge is valueless. This paper focuses on the relationships between the VET providers and industries. More specifically, the purpose of this paper is (1) to discuss the factors which enhance or constrain the strategic partnership, (2) to present the experiences of this relationship in the developing and developed countries, (3) to propose a model that links the two institutions, the VET providers and industries, in the Vietnamese context.

This study aims to investigate the perception of undergraduate students about their lecturers’ behaviours in their learning environment. Behaviour is the explanation of observable outcomes and interaction between students and instructors. Behaviour can be positive, negative, effective or ineffective, and the way in which lecturers behave with their students in the learning environment may affect their learning experience and motivation. A Quantitative research design was employed in conducting the study. A questionnaire with 27 items was used to collect data from 140 randomly selected respondents from Takhar University, Afghanistan. SPSS version 25.0 was used to analyze the data. Descriptive statistics and inferential statistics, i.e., Independent Samples t-test and One-Way ANOVA were employed in data analysis. The findings indicate that the students had a positive perception about their lecturers’ behaviours in the learning environment. The study also revealed that there did not ap...

This study aimed to examine the effect of administrating Job Enabling English Proficiency (JEEP) on the students’ English language skills in selected colleges and universities of Region XII, Philippines. The study sought to find out the relationship between the JEEP Program administration for the sustainable operation and the students’ English language skills based on their JEEP Start grades. This study utilized the descriptive-correlation design. There were 286 JEEP Accelerate student-respondents from two schools offering the JEEP Program in Region XII. Total/complete enumeration sampling was utilized. The results revealed on the JEEP administration actions for sustainable operation were rated “Highly Evident”. The correlations between administration actions for sustainable operation of JEEP and students’ English language skills based on their grades were all found significant.

In the present study, after 109 pre-service teachers had completed at least one of the teaching practice or teaching practicum courses, their styles of identifying social problems and adapting social problems into lesson contents were examined. The pre-service teachers’ perceptions of social problems, the values they want to teach while transforming social problems into course content, key competencies, and the teaching method and techniques they prefer to use were analyzed. In addition, the grade levels and primary school lessons at which they intended to teach social problems were also examined. As a result, it was concluded that the pre-service teachers were able to handle social problems within national and international contexts and turn them into course contents.

The present article connects a secondary analysis of quantitative data from the Programme for the International Assessment of Adult Competencies (PIAAC) with the theoretical approach of ‘literacy practices’ and related research results from the so-called New Literacy Studies (NLS) tradition, which follows a cultural practices paradigm.

According to the literacy as social practice approach, the analysis of adults’ literacy and numeracy practices could provide relevant policy information about how to address target groups in adult literacy and basic education. Thus, a Latent Class Analysis was carried out with the German PIAAC dataset in order to differentiate the adult population by their uses of literacy, numeracy and ICT.

As a result of this procedure, three subgroups of adults can be distinguished by the frequency in which they use selected skill-related activities. Surprisingly, an adult’s individual literacy level does not clearly predict group membership. A further interesting result is that participants in one of the groups seem to compensate for the few chances they have to use their skills at work by using them more often in their everyday life. Both results contribute to the need to draw a more differentiated picture of adults with lower literacy skills.

Methodology is one of the important elements to implement he objective of education in teaching learning process particularly in English classes. To give the information about two phenomenal methods namely GTM and CLT is the main purpose of this scientific writing since GTM is commonly used previously and CLT is very famous nowadays. In so doing, the strength of this paper is to improve the knowledge of educational practitioners especially in method of teaching English. The comparison between the two methods is elaborated clearly in terms of the principles. The principles are characteristic of teaching learning process, nature of instruction, handling the students' feelings and emotions, the role of native language of students, the language skills that are emphasized, and the way of teacher's response to students' errors. The more beneficial method nowadays is CLT but GTM also still has some positive things offer.

Within literacy, rhetoric, and composition (LRC) studies, composing practices have been studied as an embedded feature of life, one that manifests histories, imagination, and identities through acts of writing. Likewise, in queer LRC studies, the capacity to write with queer rhetorical agency or to recognize the impossibility of composing queer subjectivity has been tied to the living. Scholars have yet to consider with adequacy, however, the ways in which writing is equally bound up with the dead, with ghosts, histories, and ancestors that animate the imagination and attendant composing practices. Tracing the historically rooted speculative composing practices (HRSCPs) of an inquiry group of nine queer composers, this article spotlights queer ancestors as speculative resources for imagining and then composing alternative rhetorics of queer futurity. Specifically, this article details how three queer composers, Coyote (they/them), Helen (she/her), and Margarita (they/them), restory the imagination, happiness, and reality with the ancestors, doing so to challenge the trope of queer unhappy endings attached to realist genres. This article concludes by inviting LRC studies to explore how HRSCPs might be integrated

"Recently, educators have begun to consider what is required in literacy curricula and best teaching practices given the demands placed on the educator sector and on literacy in general.

Multiliteracies and Technology Enhanced Education: Social Practice and the Global Classroom features theoretical reflections and approaches on the use of multiliteracies and technologies in the improvement of education and social practices. Assisting educators at different teaching levels and fostering professional development and progress in this growing field, this innovative publication supports practitioners concerned with teaching at both a local and global level."

Esse livro é formado por um conjunto de artigos que propõem reflexões, estudos e pesquisas de professores sobre novos letramentos que precisam ser expandidos em suas várias vertentes, visto que o letramento não se restringe ao ambiente institucional, mas é construído ao longo dos anos no decorrer da vida de cada um.

It is important to improve the literacy skills of students who learn Turkish as a foreign language. Especially the development of writing skills has a vital role in gaining literacy skills. Therefore, the aim of this study is to develop a scale that can measure the writing anxiety of students who learn Turkish as a foreign language. For this purpose, firstly the literature was reviewed. As a result of the review, a pool of 43 items was created. After examining the expert and student opinions, a trial scale with 41 items was generated and administered to the students. The participants consisted of the students studying at İnönü University in the spring semester of 2019 at B2 and C1 levels. SPSS 20 program was used to examine the validity and reliability of the scale, which was applied to 189 students on a voluntary basis. As a result of the tests, a scale consisting of 18 items and 3 factors (writing self-efficacy, cognitive and environmental factors) was created with the removal of ...

The present study aims to contribute new knowledge to the existing literature on workplace learning and job performance. Particularly, the study analyzes contemporary literature on workplace learning and job performance, specifically formal and informal learning as well as employee task performance and contextual performance. The study hypothesized that informal, incidental and formal workplace learning have direct positive significant relationships with employee task and contextual performance.

This research explores literacy teachers’ perceptions of integrating information communication technologies (ICTs)
into literacy instruction. To this end, a national survey of 1,441 literacy teachers in the United States was conducted.
The survey provided data concerning the types and levels of reported availability and use of ICTs, beliefs about the
importance of integrating ICTs into literacy instruction, and perceived obstacles to doing so. The analysis of data
included descriptive statistics, an exploratory factor analysis, and a path analysis used to test a model hypothesizing a
relation between teachers’ perceived importance of technology and reported levels of integration. Results revealed
relatively low levels of curricular integration, consistent perceptions about obstacles to integration, and technological
rather than curricular definitions of ICTs and of integration. The path analysis suggested several characteristics and
influences associated with higher levels of integration and use. The findings advance understanding of the extent to
which ICTs are being integrated into literacy instruction and what factors should be considered toward profitably
increasing integration consistent with expanding definitions of literacy.

Esta investigación tuvo como objetivo general identificar los factores que determinan las prácticas de lectura y escritura de diez estudiantes activos de la Universidad de Guadalajara observados por siete semanas con una metodología de etnografía digital que constó de cinco instrumentos. La pertinencia del estudio radica en que estas prácticas han sido atravesadas por la digitalidad en las últimas décadas, resignificando sus usos y consolidando la permanencia de los eventos letrados en gran parte de los actos cotidianos por medio de los dispositivos. Los resultados invitan a reflexionar sobre la complejidad de la lectura y escritura como prácticas onlife –un campo en el que lo virtual y lo presencial se encuentran constantemente entretejidos–,
donde Internet se convierte en una herramienta de acceso a la lectura, lo que conlleva a la práctica de la multiliteracidad en la construcción de sentido, individual y colaborativo, por parte de los jóvenes.

This is a keynote abstract from a publication that deals with issues with respect to the work of the French social theorist Pierre Bourdieu and its relevance to research on language and literacy. The salient trends in Bourdieu's oeuvre are discussed along with the attention required to apply and extend it in current and future research studies.

Traditional educational contexts often silence the literacies of vulnerable BIPOC youth (Kirkland, 2013; Paris, 2012) and our English classrooms must be reconceptualized to interrupt the cycle of deficit-framed literacy instruction and disproportionate referral to remedial or special education services leading to unjust systems such as the “school-to-prison” pipeline (Sealey-Ruiz, 2011). One asset-based direction is to recognize and center youths’ cultural literacies, specifically their recreational fan activities (Emdin & Adjapong, 2018; Magnifico et al., 2018). In this study, I conducted a social design experiment (K. D. Gutiérrez, 2018) around a high school course with the goal of creating space for “conscious reflective struggle” (Beach, 1999, p. 130) for youth regarding their identities in and across discourses. This course centered participation in and contributions to multiple fandom discourses, supporting youth in developing and navigating complex literacy practices through a disciplinary and metadiscursive lens. My first article is an overview of our social design experiment with a focus on how I collaboratively followed “equity trails” (Gutiérrez & Vossoughi, 2010) in the design. This paper uses empirical data from this study to systematically describe the ways social design experiments disrupt and transform each stage of the research process. My second article is a portrait of Alex—a Puerto Rican cis-female artist and focal student—her meaningful learning trajectories in this acafandom context across activity systems. In this paper I trace form-function shifts in classroom interactions to trace ways that Alex made sense of syncretic literacies (Gutiérrez et al., 2013) and followed trajectories of collateral, encompassing, and mediational transitions (Beach, 1999). Finally, my third article is a nonrepresentational account of the "affective resonances" (Phillips & Killian Lund, 2019) of BIPOC focal youth’s embodied experiences in the classroom. In this paper I listen for ways these youth’s passions were sustained or dampened as they engaged with certain textual communities throughout the semester. These papers show how is possible to design learning ecologies in diverse public school spaces that not only center youth interests but support them extending their passion and navigating critically across conversations that are meaningful to them.

The contributors to this edited volume examine the simultaneous implementation of critical and digital literacies and explore ramifications for the development and assessment of critical digital literacies (CDL) curricula across educational contexts. We ask: How has the increasing ubiquity of digital literacies in and out of school affected our definitions of critical literacies? And how have our ever-changing perceptions of critical literacies affected how we define, teach, and engage in digital literacies? We believe that there is crucial work to be done at these intersections, work that builds upon the extensive bodies of critical and digital literacies research. Some issues and questions that chapters address are:

ABSTRACT
This project centred on the stakeholders’ assessment of the level of Kwara State Government involvement in adult literacy programme in Ilorin West Local Government Area. The targeted populations are the organisers and coordinators, instructors and facilitators and the adult learners in the study area with population of 26, 20 and 200, respectively. With the aid of three questionnaires, one hundred and twenty-two samples were randomly selected in the study area—one for the organisers and coordinators, the instructors and the facilitators and the learners. The questionnaire was divided into two sections; section A is on demographic data, while section B comprises separate items for each stakeholder. Frequency counts and percentage distribution were used to analyse the data. The findings show that, though adult education has a resultant effect on learners in Ilorin West Government, the government involvement in adult literacy programme is low. It was recommended that the government should be more involved by paying the instructors and facilitators salaries and the release of their entitlement as at when due; government should try and contribute to the adult literacy programme for the effective running of the programme and proper delivery of instructions, the government should provide incentives and vocational training centres that would help in improving the skills of the literacy programme stakeholders.

La ricerca nell'ambito della linguistica cognitiva si è avvicinata negli ultimi anni ad approcci funzionalisti (Croft e Cruse, 2004), gettando così le basi per l'emergere di un modello teorico di riferimento a discipline linguistiche applicate come la glottodidattica.
Dall'adozione di questo approccio funzionalista emergono i limiti del modello cognitivo tradizionale nel dar conto della complessità dei fenomeni linguistici; viene quindi proposta una nuova prospettiva che tenga in considerazione gli aspetti socio-interazionali della lingua, la linguistica sociocognitiva (Croft 2009).
Questo aggiornamento del proprio quadro teorico di riferimento offre alla
glottodidattica l'opportunità sia di affrontare limiti e problematiche intrinseci dell'approccio comunicativo, che di adottare un paradigma di riferimento che tenga in considerazione i profondi mutamenti avvenuti nella struttura delle dinamiche comunicative conseguenti all'avvento del Web (Gobbi 2012), e le necessità di New Literacies (Leu et al 2004) che da esso stanno emergendo.
Questo lavoro si propone appunto di delineare un nuovo quadro teorico di riferimento alla pratica glottodidattica, che metta al centro gli aspetti socio-interazionali delle dinamiche di acquisizione di una L2, sulla base della ricerca e delle proposte che vengono dalla linguistica sociocognitiva.

Bibliografia:
CROFT, W. e CRUSE, D.A. (2004), Cognitive Linguistics, Cambridge, Cambridge
University Press.
CROFT, W. (2009), Towards a social cognitive linguistics, in “New Directions in
Cognitive Linguistics”, Amsterdam, John Benjamins, 395-420.
GOBBI, A. (2012), The SLA 2.0 Hypothesis, Journal of e-Learning and Knowledge
Society, v.8, n.3, pp 45-54.
LEU J.D., KINZER C.K., COIRO, J.L., CAMMACK, D.W. (2004), Toward a Theory
of New Literacies Emerging From the Internet and Other Information and
Communication Technologies, in R.B. Ruddell & N. Unrau (a cura di),
Theoretical Models and Processes of Reading (5th ed.), 1570-1613, Newark (DE),
International Reading Association.

E-portfolio is a promising approach to develop teachers into reflective practitioners who show that they can adapt to new technologies, new criteria, and new environments. The current research explored the quality of EFL student teachers’ e-portfolios and their attitudes towards using them. The research was conducted on 30 EFL female student teachers at Princess Noura bint Abdulrahman University, Saudi Arabia. The participants were engaging in practical training at schools and reflecting their skills and experiences in their e-portfolios. This research posed further questions about the relationships between the quality of EFL student teachers’ e-portfolios, their attitudes towards using them and their teaching performance. In order to explore the possible answers, the participants’ teaching performance were observed, their e-portfolios were evaluated by a rubric, and a 24-item questionnaire was administered to them. The results proved high proficiency level of the EFL student teache...

In this paper, we explore how students engage in journalistic writing activities relating to video games and game culture. The paper is based on a pilot study with student texts and interviews relating to the development of the online learning resource spiljournalist.dk, which allow Danish secondary students to publish journalistic articles through game reviews, columns and feature stories. The analytical findings indicate that students position themselves as writers through three different voices. The “gamer” students primarily based their articles on their own knowledge and experience as gamers. By contrast, the non-gamer students tended to write more critically about games and game culture from an outsider’s perspective. Finally, a third group of students primarily positioned themselves as journalists.

This article engages various works of Allan Luke that innovatively use his personal and family narratives within his intersectional, interdisciplinary, and transnational engagements of education and social science research. The article looks at some of the contributions that Luke's work makes to the literature, particularly within the context of those who come from minoritized backgrounds, and from Chinese and Asian diasporic communities around the Pacific Rim.

https://doi.org/10.1080/03626784.2019.1595537

Hosted by the Institute for Educational Theories at Beijing Normal University (BNU), this presentation for the Faculty of Education discusses the application of pop culture into classroom teaching applications within official schooling institutional settings, particularly those in Greater China (mainland China, Hong Kong, Macao, Taiwan).  The presentation brings together a conceptual framework based in cultural studies, culturally relevant pedagogy, sociocultural learning, and literacy studies and discusses applications with diverse Chinese communities and 'ethnic minority' communities as well.

A second presentation discusses "Diverse Approaches to Culture Towards Transformative Education," mainly through explicitly critical approaches to funds of knowledge as a school-based pedagogy, and teacher/classroom research methodology.  This presentation is for a group of recognized veteran teachers of Uyghur students from the Xinjiang region of western China.

Language is foundational to all learning. Whether it is the medium for the communication of our thoughts or whether it comes from the texts we consume and produce, there is little doubt that we are constructed and we construct ourselves through language. For these reasons and more, the most important participants in our most important institutions are those who teach language at the primary, secondary, and postsecondary levels. It is from the inspiration and genius of these individuals that our citizens, our workers, our social theorists, our artists, our scientists, and our leaders emerge. There is no higher social calling, no work more honorable than teaching critical approaches to the consumption and production of language. It is no accident, either, that English is a core subject required of the 69 million students enrolled in primary, secondary, and tertiary educational institutions in the United States. Our English teachers, however, face a myriad of challenges that threaten to intervene in the potentially symbiotic relationship between language pedagogy, social consciousness, and individual liberation. The changing nature of literacy, the technocratic demands on the K-16 literacy curricula from an information-based economy, the fragmentation of college English departments, and external constraints imposed by the latest testing regime leave these educators alienated, ambivalent arbiters of a hotly contested and highly ambiguous discipline. At the same time, the proliferation of new literacies; the development of women's studies and cultural studies; and the emergence of semiotics, discourse, and critical literary theories have made the study of language, literacy, and literature as relevant and desirable as ever.

In addition to being praised for promoting the healing power and the pedagogical potential of literature, William Joyce and Moonbot Studios' The Fantastic Flying Books of Mr. Morris Less-more, a cross-media narrative,which consists of four thematically related but discrete versions of one story (a film, an e-book app, a picturebook and an IMAG-NO -TRON app), has been criticized for two main reasons. First, it has been revealed that the book emphasizes the significance of books at large at the expense of foregrounding the benefits and mechanics of the act of reading. Second, one of its components, the e-book app, has been regarded as ineffective in enhancing the reading experience due to its limited interactive options. Whereas we partially agree with the latter argument, we nevertheless argue that, if seen as a whole, the Lessmore combo employs a catalogue of metaphors, such as reading is sharing or reading is remaining young, with a view to deepening and refreshing the reader/viewer/user's appreciation of reading as an activity that fosters one's affective and cogni-tive development. Significantly, depending on the narrative platform, these metaphors can be cued textually, visually, musically or/and kinesthetically. Focusing specifically on the metaphor reading is engaging with fictive minds, this article explores how the Lessmore film and its remediations recycle that metaphor along with encouraging the experience of immersion or/and interactivity.

The purpose of this study was to examine the relationship between parental involvement and students' academic achievement in Model Primary and Secondary School of Haramaya University, Oromia Regional State, Ethiopia. Correlational research design was employed to carry out the current study. Questionnaire interview and document analysis were employed to was employed to collect the data from selected respondents. The sample consists of 52 parents and 60 students purposively selected. The students were selected by their academic rank which means 50% were high achievers whereas below50% were lower achievers from the 8 th , 10 th and 12 th grades. Parents of 30 top scoring and 30 low scoring students were selected purposively. Parental involvement was measured by using self-developed questionnaire with 10 items and eight interview guide questions were used, and students' academic achievement was measured by their recorded scores by their respective grades in the past three years four interview guide questions were employed. The first finding was that there was statistically significant positive relationship between parental involvement and students' academic achievement, (r=0.64, p<0.01). The second finding was that the portrayed students who ranked from 1 st to 10 th from grades 8, 10 and 12 were highly involved, supported and followed by their parents on their education. The third finding was that students who were scored below 50% and ranked last 10's from perspective grades were children whose families were less encouraged and involved. In general, parents' involvement in supporting their students to boost their academic achievement is moderate. It is recommended that more detailed studies can be conducted in the future in different areas as well as country wide.

In light of profound socio-economic and technological changes, the research from New Literacies has raised fundamental questions on the nature of literacy in the way we read, write, and communicate. Yet, in science education, research in literacy has been largely restricted to the domain of print-oriented
academic language. This paper aims to set the issues of literacy in science education in a broader context by responding to several challenges raised in New Literacies research: (a) the attention to youths’ diverse cultural and media practices, (b) the
sociocultural practices of specific discourse communities, and (c) the increasing multimodal semiotic landscape. The paper presents a model that synthesizes various research areas in New Literacies for the development of new pedagogy and
classroom practices in the nexus of literacy and science education. The proposed model provides a convergence of diverse theoretical perspectives from research in various disciplines, and presents an opportunity for cross-disciplinary research in both science and literacy education.

This study identifies education as a factor which manipulates the rural to urban migration observed in the particular areas of the city of Chennai, Madurai and Bangalore and need for the enactment of new education policy. The research was conceded in the same cities because the influence of education from rural-urban in some selected areas can be observed. It was carried out in Madurai, Chennai and Bangalore. Data was gathered by using online interview techniques so that correct and authentic information from the concerned people should be collected. The study reveals that education is the major factor prevailing in today's society and major pros and cons of the establishment of New Education Policy .The major objectives of the paper are to understand the awareness, perception and impacts of the New Educational Policy of 2020 and To know about the prevailing situation of the Educational policy for determining the practical implications in providing adequate trained staff and resources.

This article presents a 2-year case study of Héctor, a member of a school-based Comics Inquiry Community. Through a close, chronological examination of Héctor’s multimodal reading and composing practices as a sixth- and seventh- grade student, the article shows Héctor using comics as a medium to think beyond the places, spaces, and identities assigned to him by others. On account of his immigrant background and a pronounced stutter, Héctor has been narrated by teachers through a diagnostic language of deficit. In this article, I highlight ways in which Héctor turned to multimodal authorship to resist narratives that would situate him as lesser in terms of his capacities as a reader, writer, speaker, and intellectual, and to recast himself as a heroic and academically viable figure.

Read Article: http://ed-ubiquity.gsu.edu/wordpress/low-4-2/

Artikkel püüab vastata küsimusele, kas ja kuivõrd erinevad lähenemised emakeeleõpetusele ja erinevad metoodikad on seotud eesti keele riigieksami tulemustega. Selleks analüüsiti statistilisi seoseid eesti keele riigieksami tulemuste ja õpetaja poolt kasutatavate õpetamismeetodite vahel. Aluseks võeti INNOVE kodulehel avalikustatud eesti keele riigieksamite tulemused. Õpetaja orientatsiooni ja meetodite kohta andmete saamiseks kasutati küsitlust, milles õpetajad ise määratlesid, millised on nende sihid emakeeleõpetuses ja millisel määral nad üht või teist meetodit kasutavad. Küsimustik koosnes 2 avatud ja 26 valikvastusega küsimusest. Kuus küsimust oli pühendatud emakeeleõpetuse raskuspunktidele, seitse keskendus õpetamistegevustele, kolm küsimust oli pühendatud eesti keele õppe korraldusele ja kasutatavale õppevarale ning kaks küsimust keskendus riigieksamiks valmistumisele. Andmete analüüs näitas, et emakeeleõpetaja sisuline orientatsioon funktsionaalse keeleoskuse arendamisele on positiivses korrelatsioonis õpilaste riigieksamitulemustega, seda ka siis, kui elimineeriti eri koolide õpilaskonna tasemeerinevuste mõju riigieksami tulemusele (r=0,52, p<0,01). Samuti on positiivses korrelatsioonis õpetaja orientatsioon funktsionaalse keeleoskuse arendamisele ja aktiivõppe meetodite kasutamine (r=0,31, p<0,05). See, kuivõrd varakult alustab õpetaja riigieksamiks valmistumisega ja kuivõrd palju pühendab aega riigieksami ülesannetega sarnastele harjutustele, ei olnud korrelatsioonis õpilaste riigieksami tulemustega.

This article concerns issues of social justice within TESOL internationally, and approaches to building social justice within the TESOL field. Given the broad nature of TESOL and social justice education, there are many different areas that can be discussed both in theory and practice. This article focuses more on the context of schooling, teachers, students, and classrooms, and issues of pedagogy beyond just the US. More specifically, it discusses approaches of critical pedagogy, feminist theory, poststructuralism, sociocultural learning, action research, critical literacy, New Literacy Studies, recognition, collaboration, and solidarity.

This reconceptualization of play as an embodied literacy explores how its multimodal facility for manipulating meanings and contexts powerfully shapes children’s learning and participation in classrooms. Three examples from one focal kindergarten in a three year study of literacy play in early childhood classrooms illustrate how young children emphasize or combine particular modes to strategically amplify their intended meanings as they play 1) to try out social practices, 2) to explore the multimodal potential of material resources, and 3) to construct spaces for peer culture within classrooms. Multimodal literacy research holds promise for convincing administrators and policy-makers to reverse the erosion of play in schools. In this classroom, a pedagogy of literacy fusion (Millard, 2003) merged two literacies—multimodal play with school literacy—producing an inclusive space where children could play with meanings and achieve school goals as they enacted literate identities in both peer and school cultures.

""We talk about children as digital
natives (Prensky, 2001) growing up in brave
new virtual worlds, but also as vulnerable innocents
who are especially attuned to—and in need
of—nature. But do we really see these children?
Do we understand them as emergent users
of new literacies and new technologies? If so, how
might early literacy education change to prepare children to read, write, be, and act as full participants
in digital worlds and unknowable futures? This article examines tensions across literacy,
play, and technologies in early childhood classrooms
in order to understand how the meaningmaking
possibilities we offer children are shaped
by the ways we see them. How might new ways
of seeing open our eyes to “new basics” (Dyson,
2006) in early education and help us reshape inschool
literacies to more closely match children’s
lived worlds?""

The current study investigates the effectiveness of indirect written corrective feedback (WCF) on five different aspects of writing (grammar, language use, mechanic use, content and organization) as perceived by teachers and English-major sophomores in a Vietnamese public university. Specifically, it provides an insight into the effectiveness of this feedback pattern as perceived by the teachers and their students. To fulfill the stated aims, this research utilizes two main instruments, namely questionnaire and in-depth interview. The data from the questionnaire was analysed using statistical procedures. Meanwhile, the data from the interviews was processed using qualitative analysis. With regards to the findings, teachers and students agree that given feedback suits students’ understandability, but somewhat exceeds their self-correction ability. Teachers and students’ perceptions match on the efficacy of indirect WCF for the treatment of grammatical errors and its inefficacy for th...