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Second language literacy and communicative activity.
Abstract
This article presents the development of critical literacy in English as a second language (ESL) and English as a foreign language (EFL) learners as contingent upon interaction in communities of practice, rather than based solely on the acquisition of linguistic forms in the classroom. In light of sociocultural theory, this paper argues that classroom teachers need to adopt a sociocognitive view of literacy and provides suggestions for its implementation through the development of response, revision, and reflection.
Introduction
The present work provides ESL and EFL teachers of adolescents and adults with a view of communication that ...
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