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Cambridge University Press 978-0-521-86220-2 - The Cambridge Handbook of Literacy Edited by David R. Olson and Nancy Torrance Index More information Index Abjads, 28–30, 33, 35–36 relationship among participants, awareness Abugidas, 30–31, 35–36 of, 124 Academic language revision, effect of, 128–129 abstract concepts, use of, 121 rewriting, effect of, 128–129 Basic Interpersonal Communicative Skill self, teaching role of language in (BICS), 113–114 representation of, 129 Cognitive Academic Language Proficiency sharing of expectations, importance of, 118 (CALP), 113–114 explicit marking of text structures, 120 conceptual framework, lack of, 113, 115 genre mastery, 121 defined, 112–113 grammatical complexity of, 127 disciplinary knowledge, 121 grammatical metaphor, use of, 120–121 education in information load, 118 academic skills to be taught, 127–128 interpersonal stance, 118 difficulty of, 114–115 lexical requirements, 120 early precursors, 125–126 nominalization, 121 effective pedagogical approaches, 128 organization of information, 118–120 goal of, 127 overview, 112, 115, 130 important genres, 130 pragmatics-based approach, 121–124 informational context, 130 reasoning/argumentative strategies, 121 intervention for students falling behind, representational congruence, 120–121 129 research agenda, 124–125 metapragmatic awareness, role of, 126 research examples, 115–118 metasociolinguistic awareness, 129–130 self, representation of method of communication, understanding accommodation with representation of of, 124 message, 122 mode, effect of, 126–127 audience, relationship with, 123, 124 normative developmental course, 127 authoritativeness, establishing, 123–124 planning, effect of, 128–129 complexity of message and, 122–123 577 © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-86220-2 - The Cambridge Handbook of Literacy Edited by David R.
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