Abstract
The chapters in this section share a common concern for individuals in the process of becoming literate and no matter how beginners the participants in the reported studies were, text production, is highlighted as the core of literacy discourse. Nevertheless, although the focus is on text-writing the authors clearly point at the benefits of an integrated approach both for teaching and for evaluating literacy attainments. This approach embraces not only different modalities of production (spoken/written) and distinct linguistic domains -from discourse organization to vocabulary and syntax but also suggest a concomitant work on low-level and high-level skills including intentions, mood reading and managing of emotions. Integrated approaches as the one advanced in this section may help to put an end to “the pendulum-like shifts” that have so long characterized literacy education.
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Notes
- 1.
“Mesopotamian peoples used writing primarily for record keeping, but cuneiform texts (3000 BC) were also used in school set up to teach the cuneiform system of writing. The primary goal of scribal education was to produce professionally trained scribes in the temples and palaces, the military and government service” (Duiker et al. 2010:15).
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Tolchinsky, L. (2020). Text Writing at the Core of Literacy Discourse. In: Alves, R.A., Limpo, T., Joshi, R.M. (eds) Reading-Writing Connections. Literacy Studies, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-38811-9_10
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