Mediational tools, private speech and disciplinary literacy practices: an adolescent’s personal learning space

References

• Abrams, S. S., and M. P. Russo. 2015. “Layering Literacies and Contemporary Learning.” Journal of Adolescent & Adult Literacy 59 (2): 131–135. doi:10.1002/jaal.447.
   Web of Science ®Google Scholar
• Adler, P. A., and P. Adler. 2001. Peer Power: Preadolescent Culture and Identity. New Brunswick: Rutgers University Press.
   Google Scholar
• Ajayi, L. 2009. “English as a Second Language Learners’ Exploration of Multimodal Texts in a Junior High School.” Journal of Adolescent & Adult Literacy 52 (7): 585–595. doi:10.1598/JAAL.52.7.4.
   Web of Science ®Google Scholar
• Auleear Owodally, A. M. 2008. “Building Bridges to Primary Education in Mauritius? Emergent Literacy Experiences in a Foreign Language Context: A Case Study of Preschool Children.” Unpublished doctoral thesis., South Africa: University of Cape Town. https://open.uct.ac.za/handle/11427/8222.
   Google Scholar
• Banyard, P., and J. Underwood. 2008. “Understanding the Learning Space.” eLearning Papers 1 (9): 1–12. https://dialnet.unirioja.es/servlet/articulo?codigo=2937422.
   Google Scholar
• Beckers, R., T. van der Voordt, and G. Dewulf. 2016. “Why Do They Study There? Diary Research into Students’ Learning Space Choices in Higher Education.” Higher Education Research & Development 35 (1): 142–157. doi:10.1080/07294360.2015.1123230.
   Web of Science ®Google Scholar
• Bergen, D. 2013. “Does Pretend Play Matter? Searching for Evidence: Comment on Lillard et al. (2013).” Psychological Bulletin 139 (1): 45–48. doi:10.1037/a0030246.
   PubMed Web of Science ®Google Scholar
• Black, R. W. 2009. “English‐Language Learners, Fan Communities, and 21st‐Century Skills.” Journal of Adolescent & Adult Literacy 52 (8): 688–697. doi:10.1598/JAAL.52.8.4.
   Web of Science ®Google Scholar
• Bloch, C. 1997. Chloe’s Story. Cape Town, South Africa: Juta Press.
   Google Scholar
• Chen, W., P. Seow, H. J. So, Y. Toh, and C. K. Looi. 2010. “Extending Students’ Learning Spaces: technology-Supported Seamless Learning.” Proceedings of the 9th International Conference of the Learning Sciences, Vol. 1, pp. 484–491. International Society of the Learning Sciences. https://­repository.nie.edu.sg/bitstream/10497/13750/3/ICLS-2010-484_a.pdf.
   Google Scholar
• Chong, W. H., and C. S. Y. Chan. 2015. “The Mediating Role of Self-Talk between Parenting Styles and Emotional Intelligence: An Asian Perspective with Singaporean Adolescents.” International Perspectives in Psychology 4 (3): 195–208. doi:10.1037/ipp0000034.
   Google Scholar
• Cope, B., and M. Kalantzis. 2009. “Multiliteracies.” New Literacies, New Learning. Pedagogies: An International Journal 4 (3): 164–195.
   Google Scholar
• Curwood, J. S. 2013. “The Hunger Games”: Literature, Literacy, and Online Affinity Spaces.” Language Arts 90 (6): 417–427.
   Google Scholar
• Dabbagh, N., and A. Kitsantas. 2012. “Personal Learning Environments, Social Media, and Self-Regulated Learning: A Natural Formula for Connecting Formal and Informal Learning.” The Internet and Higher Education 15 (1): 3–8. doi:10.1016/j.iheduc.2011.06.002.
   Web of Science ®Google Scholar
• Damico, J., M. Baildon, M. Exter, and S. J. Guo. 2009. “Where we Read from Matters: Disciplinary Literacy in a Ninth‐Grade Social Studies Classroom.” Journal of Adolescent & Adult Literacy 53 (4): 325–335. doi:10.1598/JAAL.53.4.6.
   Web of Science ®Google Scholar
• de Schonewise, E. A., and J. K. Klingner. 2012. “Linguistic and Cultural Issues in Developing Disciplinary Literacy for Adolescent English Language Learners.” Topics in Language Disorders 32 (1): 51–68. doi:10.1097/TLD.0b013e3182474c33.
   Web of Science ®Google Scholar
• Duff, P. 2008. Case Study Research in Applied Linguistics. London: Routledge.
   Google Scholar
• Duff, P. A. 2014. “Case Study Research on Language Learning and Use.” Annual Review of Applied Lingusitics 34: 1–23.
   Web of Science ®Google Scholar
• Ellis, R. A., and P. Goodyear. 2016. “Models of Learning Space: Integrating Research on Space, Place and Learning in Higher Education.” Review of Education 4 (2): 149–191. doi:10.1002/rev3.3056.
   Web of Science ®Google Scholar
• Fang, Z., and M. J. Schleppegrell. 2010. “Disciplinary Literacies across Content Areas: Supporting Secondary Reading through Functional Language Analysis.” Journal of Adolescent & Adult Literacy 53 (7): 587–597. doi:10.1598/JAAL.53.7.6.
   Web of Science ®Google Scholar
• Fang, Z., and S. Coatoam. 2013. “Disciplinary Literacy: What You Want to Know about It.” Journal of Adolescent & Adult Literacy 56 (8): 627–632. doi:10.1002/JAAL.190.
   Web of Science ®Google Scholar
• Fayard, A. L., and J. Weeks. 2014. “Affordances for Practice.” Information and Organization 24 (4): 236–249. doi:10.1016/j.infoandorg.2014.10.001.
   Web of Science ®Google Scholar
• Genishi, C., and A. H. Dyson. 2015. Children, Language, and Literacy: Diverse Learners in Diverse Times. New York: Teachers College Press.
   Google Scholar
• Goldman, S. R., M. A. Britt, W. Brown, G. Cribb, M. George, C. Greenleaf, and Project READI. 2016. “Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy.” Educational Psychologist 51 (2): 219–246.
   Web of Science ®Google Scholar
• Hackett, A. 2017. “Parents as Researchers: collaborative Ethnography with Parents.” Qualitative Research 17 (5): 481–497. doi:10.1177/1468794116672913.
   Web of Science ®Google Scholar
• Häkkinen, P., and R. Hämäläinen. 2012. “Shared and Personal Learning Spaces: Challenges for Pedagogical Design.” The Internet and Higher Education 15 (4): 231–236. doi:10.1016/j.iheduc.2011.09.001.
   Web of Science ®Google Scholar
• Hatzigeorgiadis, A., N. Zourbanos, E. Galanis, and Y. Theodorakis. 2011. “Self-Talk and Sports Performance: A Meta-Analysis.” Perspectives on Psychological Science: A Journal of the Association for Psychological Science 6 (4): 348–356. doi:10.1177/1745691611413136.
   PubMedGoogle Scholar
• Heath, S. B. 1983. Ways with Words: Language, Life and Work in Communities and Classrooms. Cambridge: Cambridge University Press.
   Google Scholar
• Jummun, R. 2016. “Biology Today.” For Form III National Examinations. New Syllabus. 3rd ed. Curepipe, Mauritius: BM Publication co. Ltd.
   Google Scholar
• Kim, G. M., and D. Omerbašić. 2017. “Multimodal Literacies: Imagining Lives through Korean Dramas.” Journal of Adolescent & Adult Literacy 60 (5): 557–566. doi:10.1002/jaal.609.
   Web of Science ®Google Scholar
• Lantolf, J. P. 1997. “The Function of Language Play in the Acquisition of L2 Spanish.” In Contemporary Perspectives on the Acquisition of Spanish (Vol 2: Production, Processing and Comprehension), edited by W. R. Glass and A. -T. Perez-Leroux (pp. 3–24). Somerville, MA: Cascadilla Press.
   Google Scholar
• Lantolf, J. P. 2012. “Sociocultural Theory: A Dialectical Approach to L2 Research.” In The Routledge Handbook of Second Language Acquisition, edited by S. M. Gass and A. Mackey, 57–72. London/New York: Routledge, Taylor and Francis.
   Google Scholar
• Lantolf, J. P., S. L. Thorne, and M. E. Poehner. 2015. “Sociocultural Theory and Second Language Development.” In Theories in Second Language Acquisition, edited by B. Van Patten, and J. Williams, 207–226. New York: Routledge.
   Google Scholar
• Leander, K. M., N. C. Phillips, and K. H. Taylor. 2010. “The Changing Social Spaces of Learning: Mapping New Mobilities.” Review of Research in Education 34 (1): 329–394. doi:10.3102/0091732X09358129.
   Web of Science ®Google Scholar
• Lee, J. 2008. “Gesture and Private Speech in Second Language Acquisition.” Studies in Second Language Acquisition 30 (02): 169–190. doi:10.1017/S0272263108080303.
   Google Scholar
• Levey, H. 2009. “Which One is Yours?” Children and Ethnography.” Qualitative Sociology 32 (3): 311–331. doi:10.1007/s11133-009-9130-8.
   Web of Science ®Google Scholar
• Lillard, A. S. 2017. “Why Do the Children (Pretend) Play?” Trends in Cognitive Sciences 21 (11): 826–834. doi:10.1016/j.tics.2017.08.001.
   PubMed Web of Science ®Google Scholar
• Lillard, A. S., M. D. Lerner, E. J. Hopkins, R. A. Dore, E. D. Smith, and C. M. Palmquist. 2013. “The Impact of Pretend Play on Children’s Development: A Review of the Evidence.” Psychological Bulletin 139 (1): 1–34. doi:10.1037/a0029321.
   PubMed Web of Science ®Google Scholar
• Lincoln, Y. S., and E. G. Guba. 1986. “But is It Rigorous? Trustworthiness and Authenticity in Naturalistic Evaluation.” New Directions for Program Evaluation 1986 (30): 73–84. doi:10.1002/ev.1427.
   Google Scholar
• Looi, C. K., L. H. Wong, H. J. So, P. Seow, Y. Toh, W. Chen, B. Zhang, C. Norris, and E. Soloway. 2009. “Anatomy of a Mobilized Lesson: Learning my Way.” Computers & Education 53 (4): 1120–1132. doi:10.1016/j.compedu.2009.05.021.
   Web of Science ®Google Scholar
• Lyle, J. 2003. “Stimulated Recall: A Report on Its Use in Naturalistic Research.” British Educational Research Journal 29 (6): 861–878. doi:10.1080/0141192032000137349.
   Web of Science ®Google Scholar
• Mahadeo, S. K. 2006. “English Language Teaching in Mauritius: A Need for Clarity of Vision regarding English Language Policy.” The International Journal of Language, Society and Culture 18: 18–12. https://aaref.com.au/wp-content/uploads/2018/05/18-2.pdf.
   Google Scholar
• Manderino, M., and J. Castek. 2016. “Digital Literacies for Disciplinary Learning: A Call to Action.” Journal of Adolescent & Adult Literacy 60 (1): 79–81. doi:10.1002/jaal.565.
   Web of Science ®Google Scholar
• Marlatt, R. 2018. “Literary Analysis Using Minecraft: An Asian American Youth Crafts Her Literacy Identity.” Journal of Adolescent & Adult Literacy 62 (1): 55–66. doi:10.1002/jaal.747.
   Web of Science ®Google Scholar
• McCafferty, S. G. 1994. “Adult Second Language Learners’ Use of Private Speech: A Review of Studies.” The Modern Language Journal 78 (4): 421–436. doi:10.1111/j.1540-4781.1994.tb02060.x.
   Web of Science ®Google Scholar
• Mitchell, R., F. Myles, and E. Marsden. 2013. Second Language Learning Theories. 3rd ed. New York: Routledge.
   Google Scholar
• Moje, E. B. 2009. “Standpoints: A Call for New Research on New and Multi-Literacies.” Research in the Teaching of English 43 (4): 348–362.
   Web of Science ®Google Scholar
• Moje, E. B. 2015. “Doing and Teaching Disciplinary Literacy with Adolescent Learners: A Social and Cultural Enterprise.” Harvard Educational Review 85 (2): 254–278. doi:10.17763/0017-8055.85.2.254.
   Web of Science ®Google Scholar
• Moje, E. B., M. Overby, N. Tysvaer, and K. Morris. 2008. “The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries.” Harvard Educational Review 78 (1): 107–154. doi:10.17763/haer.78.1.54468j6204x24157.
   PubMed Web of Science ®Google Scholar
• Monte-Sano, C. 2010. “Disciplinary Literacy in History: An Exploration of the Historical Nature of Adolescents’ Writing.” Journal of the Learning Sciences 19 (4): 539–568. doi:10.1080/10508406.2010.481014.
   Web of Science ®Google Scholar
• Oblinger, D. 2005. “Leading the Transition from Classrooms to Learning Spaces.” Educause Quarterly 1: 14–18.
   Google Scholar
• Prensky, M. 2001. “Digital Natives, Digital Immigrants.” On the Horizon 9 (5): 1–6. doi:10.1108/10748120110424816.
   Google Scholar
• Saldana, J. 2016. The Coding Manual for Qualitative Researchers. 3rd ed. London, UK: SAGE Publication.
   Google Scholar
• Sclater, N. 2008. “Web 2.0, Personal Learning Environments, and the Future of Learning Management Systems.” Research Bulletin 13 (13): 1–13.
   Google Scholar
• Shanahan, T., and C. Shanahan. 2008. “Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy.” Harvard Educational Review 78 (1): 40–59. doi:10.17763/haer.78.1.v62444321p602101.
   Web of Science ®Google Scholar
• Smith, E. D., and A. S. Lillard. 2012. “Play on: Retrospective Reports of the Persistence of Pretend Play into Middle Childhood.” Journal of Cognition and Development 13 (4): 524–549. doi:10.1080/15248372.2011.608199.
   Web of Science ®Google Scholar
• Spodek, B., and O. N. Saracho. 2013. Handbook of Research on the Education of Young Children. 3rd ed. New York: Routledge.
   Google Scholar
• Street, B. V. (ed.). 1993. Cross-Cultural Approaches to Literacy. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Thomas, H. 2010. “Learning Spaces, Learning Environments and the Dis ‘Placement’ of Learning.” British Journal of Educational Technology 41 (3): 502–511. doi:10.1111/j.1467-8535.2009.00974.x.
   Web of Science ®Google Scholar
• Thomas, D., and J. S. Brown. 2011. A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. San Bernardino, CA: Douglas Thomas & John Seely Brown.
   Google Scholar
• Tobin, J. 1998. “An American Otaku (or, a Boy’s Virtual Life on the Net).” In Digital Diversions: Youth Culture in the Age of Multimedia, edited by J. Sefton-Green, 106–127. London, UK: UCL Press.
   Google Scholar
• Weisberg, D. S. 2015. “Pretend Play.” Wiley Interdisciplinary Reviews. Cognitive Science 6 (3): 249–261. doi:10.1002/wcs.1341.
   PubMed Web of Science ®Google Scholar
• Wertsch, J. 1985. Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.
   Google Scholar
• Yin, R. 2018. Case Study Research and Applications. 6th ed. Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Zimmermann, K., and P. Brugger. 2013. “Signed Soliloquy: Visible Private Speech.” Journal of Deaf Studies and Deaf Education 18 (2): 261–270. doi:10.1093/deafed/ens072.
   PubMed Web of Science ®Google Scholar