Skip to main content
Log in

A second language/dialect acquisition perspective on the Accelerated Literacy teaching sequence

  • Published:
The Australian Journal of Language and Literacy Aims and scope Submit manuscript

This is a preview of subscription content, log in via an institution to check access.

Access this article

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

References

  • Adoniou, M., & Macken-Horarik. (2007). Scaffolding literacy meets ESL: Some insights from ACT classrooms. TESOL in Context, 17(1). 5–14.

    Google Scholar 

  • Asher, J. (1982). Learning another language through actions: The complete teacher’s guidebook. Los Gatos, CA: Sky Oaks.

    Google Scholar 

  • Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press.

    Book  Google Scholar 

  • Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge: MIT Press.

    Google Scholar 

  • Cowey, W. (2005). A brief description of the National Accelerated Literacy Program. TESOL in Context, 15(2). 3–14.

    Google Scholar 

  • Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27–50). Oxford: Oxford University Press.

    Google Scholar 

  • Doughty, C.J., & Long, M.H. (Eds.). (2003). The handbook of second language acquisition. Oxford: Blackwell Publishing.

    Google Scholar 

  • Gass, S.M. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Gass, S.M., & Varonis, E.M. (1994). Input, interaction and second language production. Studies in Second Language Acquisition, 16(2). 283–302.

    Article  Google Scholar 

  • Gee, J.P. (1991). What is literacy? In C. Mitchell & K. Weiler (Eds.), Rewriting literacy: Culture and the discourse of the Other (pp. 3–12). Westport, CT: Bergin & Garvey.

    Google Scholar 

  • Gee, J.P. (1999). An introduction to discourse analysis: Theory and method. London: Routledge.

    Google Scholar 

  • Gee, J.P. (2007). Social linguistics and literacies: Ideology in discourses. Hoboken, NJ: Taylor & Francis.

    Book  Google Scholar 

  • Gray, B.N. (2007). Accelerating the literacy development of Indigenous students: The National Accelerated Literacy Program (NALP). Darwin, NT: Charles Darwin University Press.

    Google Scholar 

  • Gray, B.N., & Cowey, W. (2001). University of Canberra Accelerated Literacy Program. First report to the Northern Territory Department of Education and Training. Canberra: University of Canberra.

    Google Scholar 

  • Gray, B.N., Cowey, W., & Axford, B. (2003). Scaffolding literacy with Indigenous children in school. Final report to the Indigenous Education Branch, DETYA Canberra: University of Canberra.

    Google Scholar 

  • Krashen, S.D. (1985). The input hypothesis: Issues and implications. London: Longman.

    Google Scholar 

  • Krashen, S.D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. Hayward, CA: The Alemany Press.

    Google Scholar 

  • Long, M.H. (1996). The role of the linguistic environment in second language acquisition. In W.C. Ritchie & T.K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). San Diego: Academic Press.

    Google Scholar 

  • Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in Second Language Acquisition, 26(3). 399–432.

    Article  Google Scholar 

  • Mackey, A., & Gass, S.M. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Author (2009). How young is too young? Investigating negotiation of meaning and feedback in children aged five to seven years. In A. Mackey & C. Polio (Eds.), Multiple perspective on interaction: Second language research in honor of Susan M. Gass (pp. 135–156). NY: Routledge.

    Google Scholar 

  • Pica, T., Young, R., & Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21(4). 737–758.

    Article  Google Scholar 

  • Rose, D. (2005). Learning to read reading to learn. Submission to the National Inquiry into the Teaching of Literacy 2005, Department of Education, Science and Training. Retrieved 12 March, 2009, from http://www.dest.gov.au/NR/rdonlyres/F18ADA77-6C72–467E-8BC6-BE58EC8B8FF8/7394/Sub_315_WEB.pdf

    Google Scholar 

  • Rose, D. (2008). Teaching reading and writing to Aboriginal children. In N. Harrison (Ed.), Teaching and learning in indigenous education (pp. 55–83). Melbourne, VIC: Oxford University Press.

    Google Scholar 

  • Rose, D., & Acevedo, C. (2006). Closing the gap and accelerating learning in the middle years of schooling. Literacy Learning: The Middle Years, 14(2). 32–45.

    Google Scholar 

  • Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2). 129–158.

    Article  Google Scholar 

  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125–144). Oxford: Oxford University Press.

    Google Scholar 

  • Swain, M. (2000). The output hypothesis and beyond: Mediation acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford: Oxford University Press.

    Google Scholar 

  • Swain, M. (2005). The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 471–483). Mahwah, NH: Lawrence Erlbaum.

    Google Scholar 

  • Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step toward second language learning. Applied Linguistics, 16(3). 371–391.

    Article  Google Scholar 

  • van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245–260). Oxford: Oxford University Press.

    Google Scholar 

  • Van Lier, L. (1996). Interaction in the Language Curriculum: Awareness, autonomy and authenticity. London: Longman.

    Google Scholar 

  • Varonis, E.M., & Gass, S.M. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6(1). 71–90.

    Article  Google Scholar 

  • Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Wertsch, J.V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Yano, Y., Long, M.H., & Ross, S. (1994). The effects of simplifed and elaborated texts on foreign language reading comprehension. Language Learning, 44 (2). 189–219.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Rights and permissions

Reprints and permissions

About this article

Cite this article

Mullin, K., Oliver, R. A second language/dialect acquisition perspective on the Accelerated Literacy teaching sequence. AJLL 33, 151–163 (2010). https://doi.org/10.1007/BF03651830

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/BF03651830

Navigation