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Part of
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

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
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