PREFACE WITH ACKNOWLEDGEMENTS FOREWORD INTRODUCTION
LASLLIAM WITHIN THE COUNCIL OF EUROPE POLICIES
LASLLIAM GENERAL PURPOSE
CHAPTER 1 – THE LASLLIAM REFERENCE GUIDE: AIMS, USERS AND LEARNERS
1.1. LASLLIAM LINKS TO THE CEFR AND THE CEFR COMPANION VOLUME
1.2. THE USERS
1.3. AN ENCOMPASSING VIEW OF LITERACY
1.4. THE LEARNERS
1.4.1. LEARNERS’ LITERACY BACKGROUND
1.4.2. ORAL COMPETENCE AND PLURILINGUALISM
1.4.3. LEARNERS’ PROFILES
CHAPTER 2 – THE LASLLIAM REFERENCE GUIDE: SOURCES AND RATIONALE
2.1. RESEARCH ON NON-LITERATE AND LOW-LITERATE ADULT LEARNERS
2.1.1. METALINGUISTIC AWARENESS
2.1.2. PROCESSING OF (LINGUISTIC) INFORMATION
2.1.3. SITUATED COGNITION
2.1.4. ORACY AND LITERACY
2.1.5. IMPLICATIONS FOR LASLLIAM
2.2. DEVELOPMENT OF THE SCALES
2.2.1. TECHNICAL LITERACY: LEARNING THE WRITTEN CODE
2.2.2. COMMUNICATIVE LANGUAGE ACTIVITIES IN READING AND WRITING
2.2.3. COMMUNICATIVE LANGUAGE ACTIVITIES IN LISTENING AND SPEAKING
2.2.4. LANGUAGE USE STRATEGIES
2.2.5. DIGITAL SKILLS
CHAPTER 3 – TEACHING LITERACY IN A SECOND LANGUAGE
3.1. AN ACTION-ORIENTED APPROACH TO LITERACY IN A SECOND LANGUAGE AND BACKWARD PLANNING
3.2. ORIENTATION ON THE CODE: BUILDING TECHNICAL LITERACY SKILLS
3.2.1. A FOCUS ON SYLLABLES
3.2.2. A FOCUS ON SOUNDS AND LETTERS
3.2.3. A FOCUS ON (SIGHT) WORDS
3.2.4. A FOCUS ON MORPHEMES
3.2.5. IMPORTANT GENERAL PRINCIPLES
3.3. ORIENTATION ON THE LEARNER: FOSTERING LITERACY AS A SOCIAL PRACTICE
3.3.1. PARTICIPATING IN LITERACY EVENTS
3.3.2. EXPERIENCING AUTHORSHIP
3.3.3. USING LITERACY FOR LEARNING AND EMANCIPATION
3.4. LEARNING STRATEGIES AND AUTONOMY
3.5. CONTRASTIVE AND PLURILINGUAL LEARNING
3.6. THE POWERFUL EXPERIENCE OF SUCCESS
3.7. BALANCING THE VARIOUS PRINCIPLES IN LITERACY AND SECOND LANGUAGE LEARNING
CHAPTER 4 – LASLLIAM SCALES AND TABLES
4.1. TECHNICAL LITERACY
4.1.1. LANGUAGE AND PRINT AWARENESS
4.1.2. READING
4.1.3. WRITING
4.2. COMMUNICATIVE LANGUAGE ACTIVITIES AND LANGUAGE USE STRATEGIES
4.2.1. RECEPTION ACTIVITIES
4.2.2. RECEPTION STRATEGIES
4.2.3. PRODUCTION ACTIVITIES
4.2.4. PRODUCTION STRATEGIES
4.2.5. INTERACTION ACTIVITIES
4.2.6. INTERACTION STRATEGIES
4.3. DIGITAL SKILLS
4.3.1. TECHNICAL SKILLS
4.3.2. COMMUNICATION AND COLLABORATION
4.3.3. CONTENT CREATION AND MANAGEMENT
4.3.4. SAFETY
CHAPTER 5 – USING LASLLIAM FOR CURRICULUM DESIGN
5.1. LASLLIAM AS A REFERENCE GUIDE ON THE SUPRA LEVEL OF CURRICULUM DESIGN
5.2. USING LASLLIAM FOR CURRICULUM DESIGN AT THE MACRO LEVEL
5.3. USING LASLLIAM FOR CURRICULUM DESIGN AT THE MESO LEVEL
5.4. USING LASLLIAM AT THE MICRO LEVEL
CHAPTER 6 – ASSESSMENT WITHIN THE LEARNING ENVIRONMENT
6.1. APPROACHES TO BE ADOPTED
6.1.1. CONTINUUM CRITERION-REFERENCING
6.1.2. LEARNING ORIENTED ASSESSMENT
6.1.3. PROFILING APPROACH
6.1.4. PREVENTING MISUSE
6.2. THE DIFFERENT PURPOSES OF ASSESSMENT USING LASLLIAM
6.2.1. ASSESSMENT WITHIN THE “WELCOME PHASE”
6.2.2. ACHIEVEMENT ASSESSMENT DURING THE COURSE
6.2.3. ACHIEVEMENT ASSESSMENT AT THE END OF THE COURSE
6.2.4. PROFILING THE ACHIEVED LEARNING GOALS
6.3. LASLLIAM AS A RESOURCE TO CONNECT LEARNING ENVIRONMENTS ACROSS EUROPE
6.4. LASLLIAM AS A RESOURCE TO DEVELOP ASSESSMENT TOOLS
CHAPTER 7 – LASLLIAM RESEARCH PLAN
7.1. THE DEVELOPMENT PHASE AND THE CONSULTATION PHASE
7.2. THE VALIDATION PHASE
7.2.1. QUALITATIVE VALIDATION
7.2.2. QUANTITATIVE VALIDATION
7.3. OUTLOOK ON THE PILOTING PHASE
REFERENCES GLOSSARY APPENDIX 1 – RESOURCES FOR TEACHING LITERACY AND SECOND LANGUAGE (SELECTED LANGUAGES) APPENDIX 2 – EXAMPLE OF A LASLLIAM SCENARIO APPENDIX 3 – LASLLIAM CHECKLIST FOR SELF-ASSESSMENT
