Many believe that the acquisition of oral language must precede learning to read and write in a second language. Yet, the integration of reading- writing- speaking-listening- thinking may not only enhance, but also, clarify L2 language learning in communicative settings. In this post Marylou M. Matoush, introduces her forthcoming webinar on supporting young second language learners as they develop biliteracy.
In our volume, Focus on Literacy, my colleague, Danling Fu, and I discussed the idea that “languaging pushes thinking while thinking pushes and extends languaging.” We used the term “languaging-as-thinking” to describe the process of “doing language, literacy, and learning while being and becoming (Fu & Matoush, 2014, pp. 14-15).” Active languaging-as-thinking while learning to read-write-speak-listen leads to bilingual/biliterate communicative competence, particularly when it is done for purposes that students see as meaningful and authentic.
Active languaging-as-thinking takes place during discussions before, during, and after reading. Just as significantly, it…
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