4. Reading to Learn: Bridging the Gap between Sign Language and Written Texts for Deaf and Hearing-impaired Students

Reading to Learn, Reading the World - How Genre-based Literacy Pedagogy is Democratizing Education - David Rose

Ann-Christin Lövstedt [+-]
Independent Scholar
Ann-Christin Lövstedt is a freelance teacher educator and consultant based in Sweden. She is an experienced secondary school leader and language teacher with a specialisation in multicultural education and teaching in Swedish as a Second Language. She has worked throughout Europe in primary, secondary and tertiary education in project management and education research roles. She specialises in whole school development and leading teacher professional learning for literacy education using the genre-based pedagogy Reading to Learn in schools in Sweden. She is the Chair of Reading for Life, Sweden, and was the project leader for the European Union funded project Teacher Learning for European Literacy Education (2011- 2013).

Description

Reading to Learn, Reading the World celebrates stories from around the world, of teachers and learners applying the teaching methodology Reading to Learn, or R2L. R2L is a genre-based literacy pedagogy, that embeds literacy learning in curriculum teaching, and aims to support every student to achieve success, at all stages of education. The volume provides practical, inspiring illustrations of applications of the methodology, that will be useful for teachers, teacher educators, and education researchers. The methodology itself is described in the Equinox book, Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School , by David Rose and J.R. Martin (2012). The sixteen stories in this volume are astonishingly diverse. They range from the Cantinflas project in Florida, USA, supporting Spanish speaking mothers to read English stories with their children to prepare them for school, to large scale teacher education, such as the TeL4ELE project of the European Union to train teacher educators in Spain, Portugal, Sweden, Denmark and the UK. Smaller programs include a South African project to support teenage mothers to succeed with secondary school, a multilingual project in Indonesia to teach scientific literacy in primary schools, work with deaf students in Sweden to teach school literacy, teaching Chinese literacy to ethnic minority students in Hong Kong, mathematics teaching in Chile, and engaging students with disabilities in primary schooling in Brisbane, Australia. In Lisbon, resources are being developed for using the pedagogy in Portuguese. In Spain and Colombia it is being applied to support university students in Spanish. Larger scale teacher training projects are described from Gothenburg, Sweden, from KwaZulu Natal, South Africa, and from Melbourne, Australia, that illustrate how the knowledge about language and pedagogy in R2L can be provided to diverse groups of teachers.

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Citation

Lövstedt, Ann-Christin. 4. Reading to Learn: Bridging the Gap between Sign Language and Written Texts for Deaf and Hearing-impaired Students. Reading to Learn, Reading the World - How Genre-based Literacy Pedagogy is Democratizing Education. Equinox eBooks Publishing, United Kingdom. p. Nov 2022. ISBN 9780000000000. https://www.equinoxpub.com/home/view-chapter/?id=41265. Date accessed: 18 Oct 2021 doi: 10.1558/equinox.41265. Nov 2022

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