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LOTOS: Recent submissions

  • Introduction 
    Leo Wetzels, W. (LOT, Netherlands Graduate School of Linguistics, 2009-10)
    "The articles in this volume originate from two sources. The manuscripts by Sérgio Meira & Spike Gildea, Francesc Queixalós, Masayoshi Shibatani & Khaled Awadh Bin Makhashen, and Willem Adelaar were selected by the ...
  • The oral and written interface in SMS: technologically mediated communication in Kenya 
    Barasa, Sandra; Mous, Maarten (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "The focus of this paper is on the effect of language on literacy in the wake of new technological communication media like the mobile phone and SMS. We show how both oral and written language functioned in the early ...
  • Growing roots and wings: a case study on English literacy in Namibia 
    Beckman, Danielle; Kurvers, Jeanne (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "Namibia, a country in Southern Africa, has had a long history of being dominated by outside forces, as do nearly all African countries. Namibia was first colonized under Germany from 1884 until 1915, a period that was ...
  • English literacy in schools and public places in multilingual Eritrea 
    Mesfun Asfaha, Yonas (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "As in many countries of Africa, the English language plays an important role in Eritrea. English is the language of educational instruction in junior, secondary and higher levels of education. English is also in use in ...
  • How to write if you cannot write: collaborative literacy in a Gambian village 
    Juffermans, Kasper (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "According to the Department of State for Education of Africa’s smallest mainland country, ‘The Gambia has a low literacy rate, estimated at 46% overall and only 28% for women’ (DoSE 2006: 44). In this paper, I attempt ...
  • Introducing African literacies 
    Juffermans, Kasper; Mesfun Asfaha, Yonas; Kurvers, Jeanne (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "Throughout the world more than 900 million adults are illiterate, and 1.3 billion people are living in extreme poverty. Those who are not literate are, for the most part, the same people who are living in poverty (Williams ...
  • England: policy development impacting on ESOL basic literacy 
    Sunderland, Helen; Moon, Pauline (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "This paper will argue that 'LESLLA learners' (ESOL learners with very low literacy skills in any language) are invisible in the English education system. It will describe current policy drivers in education and show how ...
  • From survival to thriving: toward a more articulated system for adult ESL literacy 
    Wrigley, Heide Spruck (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "The United States is a long way from having a coherent system of immigrant education and workforce training. There is no national language policy that offers a vision for immigrant integration that addresses the language ...
  • Stories for extensive reading for LESLLA learners 
    Young-Scholten, Martha; Maguire, Donna (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "In an ideal world, a first-time reader would spend some time reading alone every day to reinforce the skills being developed in the classroom through explicit instruction. Becoming a proficient, independent reader ...
  • Policy on LESLLA learners in Flanders 
    Backs, Jeroen (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "As an advisor to the Flemish Minister for Education I am involved in all aspects of lifelong learning; therefore, second language acquisition in low-educated non-native speakers of Dutch is only one of the many issues ...
  • Principled training for LESLLA instructors 
    Vinogradov, Patsy; Liden, Astrid (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "In our work as teacher educators in adult ESL, we see the spectrum of instructional programs for immigrants and refugees in Minnesota, USA. These programs vary greatly; some are well-funded and enjoy full-time staff and ...
  • Parents in (inter)action 
    Colpaert, Ellen; Strobbe, Lien (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "The difficulty of communication between teachers and non-Dutch speaking parents of children in primary school, and its possible impact on the educational achievement of these children inspired the Centre for Language ...
  • Assessing adult literacy: the aim, use and benefits of standardized screening tools 
    Vermeersch, Lode; Drijkoningen, Joke; Vienne, Matthias; Vandenbroucke, Anneloes (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    Large-scale surveys, such as the International Adult Literacy Survey (IALS) (OECD & Canada, 2000), provide interesting data on literacy and numeracy skills on a crosscountry level. They attempt to answer policy-related ...
  • Literacy: assessing progress 
    Dalderop, Kaatje; Janssen-van Dieten, Anne-Mieke; Stockmann, Willemijn (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "In the past, assessment was mainly used to streamline second language education in the Netherlands. Levels of proficiency were based upon empirical data, gathered through language tests. The problems with this practical ...
  • ‘Illiterates, integrated to a job’ : A model for integrated vocational training for illiterate second language learners 
    Maton, Els (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "Illiterate second language learners have a very low attendance rate in educational and vocational programs in Flanders. The entry level of Dutch and literacy for these programs is a difficult threshold for this group ...
  • Language teaching practices outside the classroom 
    Cauteren, Anne van; Vleminckx, Mimine (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "The research by Plichart (2003) showed the traditional class-oriented approach in second language teaching is not very suitable for low-educated learners, especially not for LESLLA learners for whom it takes a long time ...
  • Computer-based learning: what automatic speech recognition has to offer 
    Strik, Helmer (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "Teacher-fronted instruction, with a teacher who teaches many students, is a very common teaching setting in many countries. This also applies to language learning, although one could imagine that having a teacher who ...
  • Word concept of illiterates and low-literates: worlds apart? 
    Onderdelinden, Liesbeth; Craats, Ineke van de; Kurvers, Jeanne (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "Over the past 25 or so years extensive research has been done into the development of children’s metalinguistic awareness and its role in learning to read. Although results contradict each other regarding the question ...
  • What do teachers do? A look at the oral skills practices in the LESLLA classroom 
    Strube, Susanna (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "This paper concerns what teachers say in their verbal interactions with their LESLLA students during the practice of the oral skills. Many studies have focused on interaction in the L2 classroom (Chaudron, 1988; Ellis, ...
  • Braving phonics at Newcastle ESOL Service: sharing practice 
    Macdonald, Ann (LOT, Netherlands Graduate School of Linguistics, 2009-07)
    "The Newcastle ESOL Service is a community provider of English language learning in Newcastle upon Tyne in the UK, and it mainly works with hard to reach learners not confident to attend the large further education (FE) ...