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Update: February 24, 2023 The new version of Termout.org is now online, so this web site is now obsolete and will soon be dismantled.

Lista de candidatos sometidos a examen:
1) literacy (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: literacy


Is in goldstandard

1
paper corpusSignosTxtLongLines131 - : Martin, J. R., & Matthiessen, C. (1991). Systemic typology and topology. En F. Christie (Ed.), Literacy in Social Processes: papers from the inaugural Australian Systemic Linguistics Conference, held at Deakin University, January 1990 . (pp. 345-383). Darwin: Centre for Studies in Language in Education, Northern Territory University. [ [162]Links ]

2
paper corpusSignosTxtLongLines139 - : Afflerbach, P. (1986). The influence of prior knowledge on expert readers' importance assignment process. En J.A. Niles & R.V. Lalik (Eds.), National reading conference yearbook, 35. Solving problems in literacy: Learners, teachers and researchers (pp . 30-40). Rochester, NY: National Reading Conference. [ [102]Links ]

3
paper corpusSignosTxtLongLines179 - : Graesser, A., Moreno, K., Marineau, J., Adcock, A., Olney, A. & Person, N. (2003). AutoTutor improves deep learning of computer literacy: Is it the dialog or the talking head ? En U. Hoppe, F. Verdejo & J. Kay (Eds.), Proceedings of Artificial Intelligence in Education (pp. 47-54). Amsterdam: IOS Press. [ [53]Links ]

4
paper corpusSignosTxtLongLines230 - : ^2 En su libro The Powers of Literacy: a Genre Approach to Teaching Writing, Cope y Kalantzis (1993 ) presentan la enseñanza de la lectura y la escritura sobre la base del concepto de género como un nuevo paradigma pedagógico. Según estos autores, este paradigma se opone a la enseñanza tradicional entendida como autoritaria, basada en teorías gramaticales formales y en el logro de objetivos como la corrección formal en el uso del lenguaje. Al mismo tiempo, afrman, trasciende otros modelos llamados "progresistas" que, o bien sostienen la idea de la enseñanza basada en la escritura como proceso que supone la adquisición "natural" de las habilidades de escritura a través de su mera práctica, o bien, en favor del respeto de las diferencias (étnicas, sociales, de género, etc.), evitan la enseñanza en el convencimiento de que si los estudiantes escriben sobre sus propios intereses y siguiendo sus propias ideas y orientaciones realizarán aprendizajes más significativos. Estos modelos son

5
paper corpusSignosTxtLongLines246 - : Literacy events in a Chilean school: Discursive representations of different scholar agents in the main areas of the scholar curriculum in the NB3 level

6
paper corpusSignosTxtLongLines246 - : from the traditional school: reading literature as an illustrate patrimony and writing as a conservation of language: orthography, vocabulary and calligraphy. At the same time, it is observed that in the lessons, literacy events are used, mainly, as a mechanism to reproduce information: copying and accessing information (inter-textual dialogism ). These representations inside the school system are interpreted to be part of the retroactive effects on the educational processes of the standard tests being currently applied in the Chilean schools to measure quality of education (interaction dialogism).

7
paper corpusSignosTxtLongLines269 - : Martin, J. & Matthiessen, C. (1991). Systemic typology and topology. En F. Christie (Ed.), Literacy in social processes: Papers from the Inaugural Australian Systemic Functional Linguistics Conference, Deakin University, January 1990 . Darwin: Centre for Studies of Language in Education, Northern Territory University. [ [130]Links ]

8
paper corpusSignosTxtLongLines295 - : In short, Halliday's (1978) suggestion is that, in the scope of language education, we interpret 'culture' from a linguistic viewpoint: just as in language education the term 'language' does not mean the whole, abstract concept of 'English' or 'French' or 'Chinese', but a particular variety of a language, such as commercial Chinese, academic French, or beginner's literacy in English, the cultural context for language teaching/learning should not be seen as:

9
paper corpusSignosTxtLongLines312 - : Academic literacy across the university curriculum: An institutional program

10
paper corpusSignosTxtLongLines432 - : Finalmente, nuestra investigación se enmarca dentro de los Nuevos Estudios de Literacidad (New Literacy Studies), que abordan el lenguaje con una mirada: 1 ) etnográfica, describiendo e interpretando los hechos de lectura y escritura; 2) ecológica, atendiendo a todo tipo de usos y contextos, y 3) émica, desde la perspectiva del usuario, intentando entender sus razones y sus valores. Blommaert y Jie (2010) fundamentan teóricamente este paradigma, mostrando como la etnografía no es solo un conjunto de técnicas de trabajo de campo, sino una visión integral del lenguaje situado en su contexto sociohistórico, con ontología y epistemología propias. Por otro lado, Barton y Lee (2013) justifican con diez argumentos el interés por estudiar el lenguaje digital, entre los que destaca que internet está cambiando el significado de numerosos conceptos tradicionales de la lingüística, como texto, autor o audiencia; por ejemplo, hoy los textos son dinámicos, abiertos y colaborativos.

11
paper corpusSignosTxtLongLines462 - : OCDE. (2000). Literacy In The Information Age: Final report of the international adult literacy survey . [en linea]. Disponible en: [134]http://www.oecd.org/edu/skills-beyond-school/41529765.pdf [ [135]Links ]

12
paper corpusSignosTxtLongLines465 - : Bernhard, J. K., Cummins, J., Campoy, F. I., Ada, A. F., Winsler, A. & Bleiker, C. (2006). Identity texts and literacy development among preschool English language learners: Enhancing learning opportunities for children at risk for learning disabilities . Teachers College Record, 108(11), 2380-2405. [ [158]Links ]

13
paper corpusSignosTxtLongLines529 - : Carreira, M. (2002). When phonological limitations compromise literacy: A connectionist approach to enhancing the phonological competence of heritage language speakers of Spanish . In J. A. Hammadou Sullivan (Ed.), Literacy and the Second Language Learner (pp. 239-260). Greenwich, CT: Information Age Publishing. [ [62]Links ]

14
paper corpusSignosTxtLongLines577 - : Spanish has been defined as “a major international language with a long social history of literacy, and it is a Romance language, with interesting linguistic similarities to, and differences from, English” (^[79]Biber, Davies, Jones & Tracy-Ventura, 2008: 1 ). Drawing on previous linguistic descriptions of English and Spanish spoken and written texts (^[80]Biber et al., 1999; ^[81]Parodi, 2010, ^[82]2015), and on the broad framework of genres in the Internet (^[83]Herring, 2013; ^[84]Kelly & Miller, 2016; ^[85]Miller & Kelly, 2017), this study sought to identify the linguistic features characterising crowdfunding projects. The broad research questions that guided the investigation were the following:

15
paper corpusSignosTxtLongLines592 - : Home literacy environment. Each child’s primary caregiver completed a questionnaire adapted from the Interview for Primary Caregiver (^[122]Dickinson & Tabors, 2001). We created a composite literacy environment score using the following items: frequency of shared book reading, frequency of child's private play with books, number and types of books in the home, places to obtain books, presence and name of a favorite book, and frequency of caregiver's private reading . Values from five to 8.5 were coded as low, from 8.5 to 12 as medium and from 12 to 15.5 as high.

16
paper corpusSignosTxtLongLines592 - : Dickinson, D. K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E. & Poe, M. D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children . Journal of Educational Psychology, 95(3), 465-481. DOI:10.1037/0022-0663.95.3.465 [ [200]Links ]

17
paper corpusSignosTxtLongLines592 - : Lonigan, C., Schatschneider, C. & Westberg, L. (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. In National Early Literacy Panel, Developing early literacy: Report of the National Early Literacy Panel (pp . 55-106). Washington, DC: National Institute for Literacy. [ [222]Links ]

18
paper corpusSignosTxtLongLines601 - : In the field of history (the school discipline in which this study is framed), students need to develop generalisation, abstraction, evaluation and argument in order to succeed (^[41]Christie & Maton, 2011; ^[42]Lorenzo, 2017). The required historical literacy for these processes to be undertaken is said to occur during mid-adolescence: when adolescent learners are asked to compose historical narratives, they employ more morphological narrative complexities, more present and past participles and a higher concentration of nominals as they grow more proficient (^[43]Asención-Delaney & Collentine, 2011 ; ^[44]Lorenzo, Granados & Ávila, 2019). This is part of the overall language development which has been described as a six-step process. First, speakers’ lexis increases and diversifies. Then, syntax becomes more complex, with fewer errors and a higher incidence of dependent clauses and verb tense variation (especially present perfect and progressive tenses). After speakers familiarise with the

Evaluando al candidato literacy:


5) reading: 5 (*)
6) processes: 4
7) escritura: 4 (*)
8) linguistic: 4 (*)
9) enseñanza: 4 (*)
11) systemic: 4 (*)
15) caregiver: 3
19) learning: 3
20) paradigma: 3 (*)

literacy
Lengua: eng
Frec: 287
Docs: 94
Nombre propio: 7 / 287 = 2%
Coocurrencias con glosario: 6
Puntaje: 6.668 = (6 + (1+5.12928301694497) / (1+8.16992500144231)));
Candidato aceptado

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
literacy
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: Ball, E. W. (1997). Phonological awareness: Implications for whole language and emergent literacy programs. Topics in Language Disorders, 17, 14-26.
: Barton, D. (2009). Understanding textual practices in a changing world. En M. Baynham & M. Prinsloo (Eds.), The future of literacy studies (pp. 38-53). Nueva York: Palgrave.
: Benevides, T. & Peterson, S. S. (2010). Literacy attitudes, habits and achievements of future teachers. Journal of Education for Teaching, 36(3), 291-302.
: Berman, R. & Ravid, D. (2009). Becoming a literate language user. Oral and written text construction across adolescence. En D. Olson & N. Torrance (Eds.), The Cambridge Handbook of Literacy (pp. 92-111). Cambridge: Cambridge University Press.
: Berman, R. & Verhoeven, L. (2002). Cross-linguistic perspectives on the development of text-production abilities: Speech and writing. Written Language and Literacy, 5, 1-44.
: Berman, R., Ragnarsdóttir, H. & Strömqvist, S. (2002). Discourse stance. Written Languages and Literacy, 5, 255-290.
: Besnier, N. (1995). Literacy, emotion, and authority: Reading and writing on a polynesian atoll. Cambridge University Press.
: Bialystok, E. (2001). Bilingualism in development. Language, literacy & cognition. New York: Cambridge University Press.
: Biancarosa, G. & Snow, C. (2004). Reading next- A vision for action and research in middle and high school literacy: A report from Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
: Biber, D. & Gray, B. (2016). The competing demands of popularisation vs. economy: Written language in the age of mass literacy. In T. Nevalainen & E. C. Traugott (Eds.), The Oxford handbook of the history of English (pp. 314-328). Oxford: Oxford University Press.
: Bishop, E. (2014). Critical literacy. Bringing theory to praxis. Journal of Curriculum Theorizing, 30(1), 51-63.
: Bowen, B. (1999). Four puzzles in adult literacy: Reflections on the national adult literacy survey. Journal of Adolescent and Adult Literacy, 42, 314-323.
: Bowey, J. A. (1994). Grammatical awareness and learning to read: A critique. En E. M. H. Assink (Ed.), Literacy acquisition and social context (pp. 122-149). Londres: Harvester Wheatsheaf.
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: Britt, M. A., Richter, T. & Rouet, J. F. (2014). Scientific Literacy: The role of goal- directed reading and evaluation in understanding scientific information. Educational Psychologist, 49, 104-122.
: Bryant, P. & Nunes, T. (2006). Improving literacy by teaching morphemes. Londres: Routledge.
: CHAFE, W. (1982) "Integration and involvement in speaking, writing, and oral literature" en Deborah Tannen (Ed.), Spoken and written language: Exploring Orality and Literacy, Norwood: Ablex.
: Calderón, M. (2012). Intersections between literacy beliefs and written texts produced by 7 to 10 years old Chilean children. Ponencia presentada en the Lancaster University Postgraduate Conference in Linguistics & Language Teaching, Reino Unido.
: Callaghan, M. & Rothery, J. (1988). Teaching factual writing: A genre-based approach: The report of the DSP literacy project, Metropolitan East Region: Metropolitan East Disadvantaged Schools Program.
: Candlin, Chr. (1999). Challenges of interdiscursitivity in academic writing. Ponencia presentada en el Simposio New Directions in Literacy Research, Association Internationale de Linguistique Appliquée, Tokyo, Japón.
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: Chafe, W. (1982). Integration and involvement in speaking, writing and oral literature. En D. Tannen (Ed.), Spoken and written language. Exploring orality and literacy (pp. 35-53). Norwood, NJ: Ablex.
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: Cope, B. & Kalantzis, M. (1993). The powers of literacy: A genre approach to teaching writing. London: The Falmer Press.
: Cope, B. & Kalantzis, M. (Eds). (2000). Multiliteracies. Literacy learning and the design of social futures. London: Routledge.
: Cope, B. y M. Kalantzis (eds.) (1993) The powers of literacy: A genre approach to teaching writing. Pittsburgh: University of Pittsburgh Press.
: Cremin, T., Mottram, M., Collins, F., Powell, S. & Safford, K. (2009). Teachers as readers: Building communities of readers. Literacy, 43, 11-19.
: Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. En B. Street & N. H. Hornberger (Eds.), Encyclopaedia of language and education, 2: Literacy (pp. 71-83). Nueva York: Springer.
: Currie, P. & Cray, E. (2004). ESL Literacy: Language practice or social practice. Journal of Second Language Writing, 13, 11-132.
: Dickinson, D. & Tabors, P. (2001). Beginning literacy with language. Baltimore, MD: Brookes.
: Dyson, A. H. (1997). Writing superheroes: Contemporary childhood, popular culture, and classroom literacy. New York: Teachers College Press.
: Fairclough, M. & Belpoliti, F. (2016). Emerging literacy in Spanish among Hispanic heritage language university students in the USA: A pilot study. International Journal of Bilingual Education and Bilingualism, 19(2), 185-201.
: Fang, Z. (2004). Scientific literacy: A systemic functional linguistics perspective. Science Education, 89(2), 335-347. DOI: 10.1002/sce.20050
: Farías, M. & Orrego, R. (2008). Developing critical digital literacy in Chilean language education. Proceedings from AACE: World Conference on Educational Multimedia, Hypermedia and Telecommunication, Chesapeake, VA.
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: Gebhard, M., Chen, I. A., Graham, H. & Gunawan, W. (2013). Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education. Journal of Second Language Writing, 22(2), 107-124.
: Gee, J. (2006). A sociocultural perspective on early literacy development. En S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 30-42). Nueva York: Guilford Press.
: Geisler, C. (1994). Academic literacy and the nature of expertise. Reading, writing, and knowing in academic philosophy. Hillsdale, NJ: Erlbaum.
: Goody, J. & Watt, I. (1963). The consequences of literacy. Comparative studies of Society and History 5: 304-345.
: Goody, J. (1968). Literacy in traditional societies. Cambridge: Cambridge University Press.
: Gouveia, C. (2006). Language, literacy and cultural politics: The debate on the new language currículum in Portugal. En R. Whittaker, M. O'Donnell & A. McCabe (Eds.), Language and literacy: Functional approaches (pp. 177-188). Londres: Continuum.
: Gregori-Signes, C. (2014). Digital storytelling and multimodal literacy in education. Porta Linguarum, 22, 237-250.
: Halliday, M. & Martin, J. (1993). Writing science: Literacy and discursive power. London: Falmer.
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: Halliday, M. A. K. & Martin, J. R. (1993). Writing science: Literacy and discursive power. Londres: The Falmer Press.
: Halliday, M.A.K. & Hasan, R. (2006). Retrospective on SFL and literacy. En R. Whittaker, M. O'Donnell & A. McCabe (Eds.), Language and Literacy: Functional Approaches (pp. 15-45). Londres: Continuum.
: Halliday, M.A.K. & Martin, J. (1993). Writing science: Literacy and discursive power. London: Falmer.
: Halliday, M.A.K. (1993). On the language of physical science. En M.A.K. Halliday (Ed.), Writing science: Literacy as discursive power (pp. 59-75). Londres: The Falmer Press.
: Hanauer, D. I. (2012). Meaningful literacy: Writing poetry in the language classroom. Language Teaching: Surveys and Studies, 45(1), 105-115.
: Hasan, R., & Williams, W. (Eds.). (1996). Literacy in Society. London: Longman.
: Hyland, K. (2002). Genre: Language, context and literacy. Annual Review of Applied Linguistics, 22, 113-135.
: Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164.
: Iedema, R., Feez, S. & White, P. (1994). Media literacy (Write it right literacy in industry research project – Stage 2). Sydney: Metropolitan East Disadvantaged Schools Program.
: Ivanic, R. (2005). The discoursal construction of writer identity. En R. Beach, J. Green, M. Kamil & T. Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 391-416). Cresskill, NJ: Hampton Press.
: Jiménez, J. & Ortiz, M. (1993). Phonological awaraness in learning literacy. Cognitiva, 1, 3-27.
: Jiménez, J., García, E. & Venegas, E. (2010). Are phonological processes the same or different in low literacy adults and children with or without reading disabilities in a consistent orthography? Reading and Writing: An Interdisciplinary Journal, 23, 1-18.
: Johns, A. & Swales, J. (2002). Literacy and disciplinary practices: Opening and closing perspectives. Journal of English for Academic Purposes, 1, 13-28.
: Key Words: Data-driven learning, digital literacy, online reading and writing, corpus linguistics, computer-assisted-translation.
: Koutsantoni, D. (2006). Rhetorical strategies in engineering research articles and research theses: Advanced academic literacy and relations of power. Journal of English for Academic Purposes, 5(1), 19-36.
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: Krees, G. (2003). Literacy in the new media age. London: Routledge.
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: Kress, G. (2003). Literacy in the New Media Age. Literacies. London: Routledge.
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: Lim, C. (2010). Understanding Singaporean preschool teachers’ beliefs about literacy development: Four different perspectives. Teaching and Teacher Education, 26(2), 215-224.
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: Lorenzo, F. (2017). Historical Literacy in bilingual settings: Cognitive academic language in L2 History Narratives. Linguistics and Education, 37, 32-41.
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