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Báo cáo sinh học: " Dialogic meaning construction and emergent reading domains among four young English language learners in second-language reading Deoksoon Kim"

Tuyển tập báo cáo các nghiên cứu khoa học quốc tế ngành hóa học dành cho các bạn yêu hóa học tham khảo đề tài: Dialogic meaning construction and emergent reading domains among four young English language learners in second-language reading Deoksoon Kim | Kim Multilingual Education 2011 1 2 http www.multilingual-education.eom 1 1 2 o Multilingual Education a SpringerOpen Journal RESEARCH Open Access Dialogic meaning construction and emergent reading domains among four young English language learners in second-language reading Deoksoon Kim Correspondence deoksoonk@usf. edu Foreign Language Education and Second Language Acquisition Instructional Technology SLA IT Secondary Education Department 4202 East Fowler Ave eDu 105 Tampa FL 33620 USA Springer Abstract Rapid growth of English language learner populations has challenged teachers particularly because English language learners academic success and second-language literacy are closely linked. Using qualitative research methods and verbal protocols this study pursued two goals namely examining English language learners meaning-making processes as they engage in reading activities and how they construct meaning within particular contexts. Results document that dialogic responsive reading offers English language learners the zone of meaning construction for apprehending and mastering within and about domains. These English language learners adopted dialogic-responsive reading relying on five domains cultural aesthetic efferent dialogic and critical. These domains offer English language learners an evolving responsive reading strategy to develop second-language literacy. These five domains are interwoven with the cultural knowledge prior experiences and performance styles of diverse learners to render the learning process more meaningful and effective. English language learners position themselves centrally retaining their cultures values experiences and perspectives while embracing new content and knowledge in the reading process. Keywords English language learner Dialogic meaning making Second-language literacy Cultural knowledge Background Literacy is crucial to English language learners ELLs academic success It enables them to become active learners and social .