Literacy and foreign language reading

dc.contributor.author	Ridgway, Tony
dc.date.accessioned	2020-05-22T01:58:48Z
dc.date.available	2020-05-22T01:58:48Z
dc.date.issued	2003-10
dc.description.abstract	The purpose of this article is to help to give the teacher of foreign language reading a way of coping with a common phenomenon in the reading class: students appear to have the linguistic proficiency to deal with a text, but are unable to do so because they are approaching it in an inappropriate way. It is argued that this problem relates to styles and attitudes in reading, and that these may be considered under the heading of literacy, or literacies. The article explores the relatively recent development of mass literacy internationally, and the differing concepts of literacy that exist within and between cultures. These may affect profoundly how a reader approaches a text. There is a need to make these different approaches explicit, and recommendations are made as to how to do this.
dc.identifier.doi	10125/66775
dc.identifier.issn	1539-0578
dc.identifier.uri	http://hdl.handle.net/10125/66775
dc.publisher	University of Hawaii National Foreign Language Resource Center
dc.publisher	Center for Language & Technology
dc.subject	literacy
dc.subject	foreign or second language reading
dc.subject	contrastive rhetoric
dc.title	Literacy and foreign language reading
dc.type	Article
dc.type.dcmi	Text
local.rfl.topic	The Reading Process
prism.endingpage	129
prism.number	2
prism.startingpage	117
prism.volume	15

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