In:Digital Social Reading and Second Language Learning and Teaching:
Edited by Joshua J. Thoms and Kristen Michelson
[AILA Applied Linguistics Series 21] 2024
► pp. 193–193
Index
Published online: 17 October 2024
https://doi.org/10.1075/aals.21.index
https://doi.org/10.1075/aals.21.index
A
- Affordances,6, 7, 8, 11, 13–14, 27, 105–108, 111–113, 114–115
- Assessment,11–12, 14
- conceptual,145
- of learning (AoL),130–131
- for learning (AfL),131–132
- Integrated Performance Assessment (IPA),129, 147–148
- performance-based,128–129, 133
C
- Collaboration,67, 154, 162, 172–174
- Computer-mediated communication (CMC),154–155
D
- Digital annotation tool (DAT),2, 22, 109, 134, 136
- Digital literacy,82, 156
- Digital social reading,2, 23, 104, 134, 153
E
- Ecological theory/approaches,11, 105–106, 119
- Evidence-centered design,145
G
- Genre,90, 109
- Genre-based pedagogy,167
- Gloss/glossing,57–58, 86, 105, 110, 112–113
L
- Learning by design,75, 94, 189
M
- Mediation,9, 54, 69
- Multiliteracies,8–9, 99, 104–105, 117, 120, 156, 189
- Multimodal,22, 25–26, 54, 117–118
P
- Perezhivanie,11, 78, 80–81, 91
- Positioning,10, 24–26
- Proficiency,79, 128–129, 133–135, 139, 146–147, 157
S
- Social constructivism,155–156
- Sociocultural theory,8, 13, 80, 104, 106, 108, 155
- Source-based writing,153–154, 170–171
- Standards,132–133
T
- Translanguaging,91–92
Z
- Zone of proximal development (ZPD),107, 155
