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International Association for Development of the Information Society, Paper presented at the International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) (New Tapei City, Taiwan, December 10-12, 2014)

The author as teacher educator and her students as teacher candidates conceptualized pragmatics, semiotics and aesthetics into literacy education by inviting students of diversity to watch movies, talk about movies, write movies, and act movies. Pragmatics is the study of how language is used for communication in various social and cultural contexts, semiotics is the study of signs, and aesthetics is the artistic stance that learners take for response to literary works. The purposes of this study are multi-functional: to develop the multisensory acquisition of five literacy skills in thinking, listening, speaking, writing and reading in a pleasant and natural authentic discourse setting. Both students from diversity and mainstream cultures acquire natural language for social functions. Based on research, most students of diversity need two years to develop the social language, while they need five years to obtain the academic language. But this audio-visual approach in terms of movies expedites the second language acquisition for social function towards academic success. [For the full proceedings see ED557181.]

Descriptors: Second Language Learning, Films, Aesthetics, Pragmatics, Semiotics, Literacy, English (Second Language), Urban Schools, English Language Learners, Elementary School Students, Academic Discourse

International Association for the Development of the Information Society. e-mail: secretariat[at]; Web site:

Author: Lu, Lucia Y.


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