Academic achievement

, 85

Academic essay

, 51

Academic literacies

academic circumstances

, 59

development of

, 60–61

in higher education

, 59–60

Ibero-American context

, 58

monologism and dialogism

, 63

performance and learning

, 62–63

qualitative and reflexive analysis

, 61–62

reading and writing assistance

, 66–69

triple modeling-based writing center

, 63–66

WC in faculty of teacher training

, 69–72

Acompañamiento a la Lectura y la Escritura en las Disciplinas (ALED)

, 66, 69

Adaptation process

, 70

Adolescent Literacy

, 33–35

Amazon

, 11

Amazonian populations

, 13–14

Anglo-Saxon experiences

, 62

Anglo-Saxon models

, 58, 64

Aotearoa New Zealand

, 44, 103, 105

Assimilation/standardization process

, 70

Autonomous Community of Madrid

, 69

Bachelor of Teaching program (BoT program)

, 46, 49

Belize

, 185

Bilingual education

, 85, 104

in te reo Māori

, 105–106

Bilingual interventions

, 87–89

China

, 185

Chinese culture

, 244–245

Chinese early adolescent readers

Chinese culture

, 244–245

Chinese students perspectives

, 253–254

educational implications

, 255–257

longitudinal research project

, 246

motivation

, 244

relational model of motivation development for Chinese students

, 255–256

researcher positionality

, 245

semistructured interviews

, 246–247

students and stories

, 247–253

theoretical framework

, 245–246

Chinese relational epistemology

, 245–246, 255, 257

Collaborative autoethnography (CAE)

, 26–27

Colonialism

, 38

Colonized pedagogies to decolonized pedagogies

, 30–33

Communicative approach

, 60–61

Community mapping

, 140

context

, 145–146

critical international service learning

, 142–144

culturally based model of literacy

, 141

data collection and analysis

, 146

languages and literacies

, 150–151

multimodal texts

, 151

multiple literacies

, 147–149

participants

, 144–145

relationships between language, literacy, and power

, 149–150

sociocultural and critical theories

, 141

sociocultural views of literacy

, 141–142

Concept-oriented reading instruction (CORI)

, 91–92

Connected learning

, 204

model

, 209–210

programs

, 204

Content analysis

, 87

Content area literacy

, 80, 82

Contextualization

, 62

Coronavirus pandemic (COVID-19 pandemic)

, 226

data analysis

, 231

digital divide

, 237

digital divide and attendant inequities

, 231–232

emphasis on relationships and socioemotional skills

, 235–236

equitable learning opportunities

, 238

GMM

, 227, 238

Northeastern United States

, 230

P-5

, 230

rethinking learning spaces

, 240

socioemotional skills and caring relationships

, 239

student engagement

, 238

student engagement and home environment

, 234–235

teacher agency

, 236–237

teacher and student technology challenges

, 232–233

teachers’ and students’ digital skills

, 239

teaching in times of crisis

, 227–229

Cosmopolitan approach

, 180

challenges and tensions

, 195–196

connections between local and global

, 184

cosmopolitan roots

, 181

critical cosmopolitan literacies

, 183

dimensions of cosmopolitan literacies

, 182–183

educational cosmopolitanism

, 181–182

future directions for global meaning-making

, 196–197

global literacies

, 183–184

global meaning-making

, 195

glocal connections

, 190–192

intercultural collaboration

, 192–195

K-12 content areas

, 186

positionality statement

, 185

situated relevance

, 189–190

teaching literacies for global social justice

, 185

tensions between local and global

, 184–185

themes and codes from analysis

, 188

theoretical framework

, 181–183

Cosmopolitan literacies, dimensions of

, 182–183

Cosmopolitanism

, 181

COVID-19 pandemic

, 6, 180

Critical digital pedagogy

, 226

Critical international service learning (CISL)

, 141–142, 144

Critical literacies

, 206–207

Critical literacy

, 158

Cross-case analysis

, 212

Cross-cultural doctoral program

, 27

Cross-cultural education

, 35–36

Cross-cultural educational research

, 245

Cultural competencies framework

, 48–49

Cultural locatedness

, 48

Culturally proactive pedagogies

, 32–33, 37

Culturally responsive teachers

, 158

Curriculum and pedagogy, indigenizing

, 264–265

Curriculum reform in PNG

, 119–122

Data analysis

, 211–212

Data collection and analysis

, 46–47

LMICs

, 84

Talanoa Vā

, 47

text analysis as diffractive reading

, 46–47

Deciphering expectations

, 217–218

Decolonized pedagogies

, 45

from colonized pedagogies to

, 30–33

Decolonizing perspectives in education

, 45

Decolonizing spaces

, 118–119, 204–205, 245

for learning

, 262–264

Decolonizing teacher education

, 44

Democratic Republic of Congo (DRC)

, 86–87

Descriptive overview

, 86–87

Dialogism

, 63

Dichotomy

, 62

Differentiating instruction

, 173–174

Diffractive methodologies

, 46–47

Diffractive readings

, 50–52

text analysis as

, 46–47

Digital divide

, 237

Disciplinary literacies

, 66, 72–73

Discourse

, 205–206

Division of Education

, 45

Dynamic Indicators of Early Literacy (DIBELS)

, 14–15

Early Grade Reading Assessment (EGRA)

, 14–15

Ecological approach

, 93

Ecological interventions

, 93

Educaci´on Censal de Estudiantes (ECE)

, 14–15

Education

decolonizing perspectives in

, 45

indigenizing perspectives in

, 45

Education Act

, 103

Educational cosmopolitanism

, 181–182

theory

, 181

EIBAMAZ Project

, 13–14

Emergency remote teaching (ERT)

, 226

Emphasis on relationships

, 235–236

English as Foreign Language (EFL)

, 118, 122

English medium instruction (EMI)

, 85, 123

Equitable learning opportunities

, 238

European Union (EU)

, 160

Evidence-based practices

, 14

Faculty of Teacher Training, WC in faculty of

, 69–72

First-year learning experience

, 27

Focus group discussions (FGDs)

, 125

Fostering reading environments

, 89

“Fourth grade slump” phenomenon

, 244

Game of power

, 216

Geek Camp

, 145–146

Get a first-hand perspective

, 192–195

Global Education Monitoring (GEM)

, 226

Global meaning makers

, 261

from colonized to decolonized pedagogies

, 30–33

effects of colonialism

, 38

global meaning making

, 26

language and literacy scholarship

, 37–38

remix

, 33–36

vulnerable learning

, 28–30

vulnerable teaching

, 28–30

Global meaning making (GMM)

, 3–4, 26, 158–160, 195, 205, 226

engaging in global literacies

, 6–7

future directions for

, 196–197

global meaning makers

, 4

language of instruction policies and practices

, 5–6

literacy programs, policies and curriculum

, 5

Tierney’s framework of

, 245

Global South

, 3–4, 61, 140, 259

Green Turtle text

, 132

Gymnasium Baden context

, 159

Hauptschule programs

, 167

High-achieving student

, 251–253

Hiri Motu

, 118

Hispanic Serving Institution (HSI)

, 144–145

Hospitable imagination

, 183

Hospitality

, 181–182

Ibero-American

, 58

academic literacies in higher education

, 59–60

Immersion models of education

, 104

Immigrant youth

, 167–169

long time high performing

, 166–167

teacher knowledge of

, 169–172

teacher preparation for teaching

, 172–173

Inclusion

, 58–62, 66

Indigenizing perspectives in education

, 45

Indigenous languages

, 102

assumptions in relation to program

, 108–110

bilingual education

, 104

current global climate

, 104–105

emergent literacy program

, 102

identifying research need

, 105–106

method of constructing

, 106–108

recommendations and reflections

, 112

subjugation of

, 103

teachers’ knowledge and practice and students

, 110–112

Ingenuity

, 206

Initial teacher education (ITE)

, 42

Intentional noticing

, 102, 107, 112

Inter-American Reading Dialogue

, 10

Intercultural Education Project

, 13–14

Internal colonies

, 145

International collaboration

, 10, 20

International education development

, 80

International Innovative Community Group of Literacy Research Association

, 3–4

International literacy development

improving print literacies

, 17–19

Inter-American Reading Dialogue

, 10

literacy development

, 10

Peruvian policy

, 10–11

social constructionism

, 11

standardized reading assessments

, 14–17

universal validity for US evidence-based practices

, 12–14

International service learning (ISL)

, 140

Interrupting existing frames

, 158, 161–162

data collection and analysis

, 163–164

differentiating instruction

, 173–174

Gymnasium Baden context

, 159

integrating newcomer refugees in school and society

, 160–162

long time high performing immigrant youth

, 166–167

mixed reactions to immigrant and refugee populations

, 160

newcomer high performing refugee youth

, 164–166

researcher background

, 162–163

school climate for immigrant youth

, 167–169

site and participants

, 162

teacher knowledge of immigrant youth

, 169–172

teacher preparation for teaching immigrant and refugee youth

, 172–173

K-12

literacy

, 185

students

, 181

K-9 public school

, 246

Kaupapa Māori theory

, 107

La Araucanía Region

, 63–64

Language

of instruction

, 82

and literacy education

, 262

policies

, 103, 118

proficiency

, 83

Language, Literacy, and Culture (LLC)

, 26

Language of teaching and learning (LoTL)

, 81–82

Latin America

, 10, 59–60

Reads Capacity Program

, 12

Latin-American perspectives

, 15

Learning

decolonizing spaces for

, 262–264

rethinking learning spaces

, 240

Line-by-line coding

, 247

Literacy

, 142, 205

development

, 10

instruction

, 145

processes

, 180

sociocultural views of

, 141–142

teacher education

, 53

Local and global connections (glocal connections)

, 190–192

Long time high performing immigrant youth

, 166–167

Low-achieving student

, 247–249

Low-and middle-income countries (LMICs)

, 80, 263

bilingual interventions

, 87–89

content analysis

, 87

data collection and analysis

, 84

descriptive findings

, 88–89

descriptive overview

, 86–87

ecological interventions

, 93

identifying and selecting relevant studies

, 84–85

instruction in upper primary grades

, 82–83

interventions in official/national languages

, 91–92

mapping data

, 85

Mother tongue

, 82

multilingual contexts of

, 95

multilingual nature of

, 81

selection of interventions and outcomes

, 90

teacher professional development

, 92

teaching quality

, 95

transitioning to upper primary in

, 83–84

upper primary grades of

, 93–94

Māori language

, 108

Māori-medium context

, 106

Māori-medium schools

, 42

Medium-achieving student

, 249–251

Mentorship

, 209, 218–219

Mindfulness

, 159–160, 164, 172

Ministry of Education (MoE)

, 42

Mobility and border crossing

, 206

Monologism

, 63

Mother tongues (MT)

, 81–82

languages

, 91

Motivation

, 244

National Assessment of Education Progress (NAEP)

, 244

National Certification of Educational Achievement (NCEA)

, 105–106

National Reading Panel (NRP)

, 11

National University of General Sarmiento (UNGS)

, 66

Native Schools Act

, 103

Neoliberalism

, 180–181

New Zealand (NZ)

, 42

New Zealand Curriculum (NZC)

, 42

New Zealand Teaching Council

, 42

Newcomer high performing refugee youth

, 164–166

Non-Māori academics

, 44

Nongovernment organization (NGO)

, 186

Noticing

, 107

NVivo software

, 186

Official/national languages

, 91–92

One-on-one semistructured interview protocol

, 186

Our way vs. their way theme

, 212–213

Outcomes-based education (OBE)

, 119

PAIR program

, 209

Pandemic teaching

, 226

Papua New Guinea (PNG)

, 118

curriculum and curriculum reform in

, 119–122

data analysis

, 125

formal education

, 118

linguistic repertoires for understanding texts

, 131–133

participants

, 125

PNG NDOE

, 124

PNG SBE English syllabus

, 125

policy vs. practice

, 128–131

qualitative methods

, 123–124

SBE English Curriculum Documents

, 126–127

Tierney’s concept of decolonizing spaces

, 118–119

translanguaging as pedagogy and practice

, 122–123

Weekly Reading Program Term

, 128

Participants

, 210

demographic information

, 210

Pasifika Education Plan (PEP)

, 42–43

Pedagogical approaches

, 82–83

Pedagogical disposition

, 260–261

Personal environment

, 229

Peruvian educators

, 13

Peruvian policy

, 10–11

Phonological awareness

, 106–107

Playing game theme

, 213–215

PNG National Department of Education (PNG NDOE)

, 124

Positionality statement

, 185

Postsecondary academic literacies

, 208–209

Postsecondary education postresettlement

, 208

Pre-Kindergarten to 12th grade (P-12)

, 226

Pre-Kindergarten to fifth grade (P-5)

, 230

Primary-level program

, 46

Program for International Student Assessment (PISA)

, 42

Programa para el Desarrollo de la Escritura en las Carreras (PRODEAC)

, 67

Qualitative methods

, 163–164

Random controlled trial (RCT)

, 87

Reading motivation

, 244–246

Realschule programs

, 167

Refugee youth

teacher preparation for

, 172–173

teacher preparation for teaching

, 172–173

teachers’ perceptions of newcomer high performing

, 164–166

Refugee-background students

border crossing

, 216–217

creating decolonizing spaces

, 215

critical literacies

, 206–207

data analysis

, 211–212

data collection

, 211

deciphering expectations

, 217–218

decolonizing spaces

, 204–205

deficit-oriented narratives

, 204

global meaning making

, 205

implications

, 219–220

literacy expectations

, 212

mentorship

, 218–219

mobility and border crossing

, 206

our way vs. their way theme

, 212–213

participants

, 210

playing game theme

, 213–215

postsecondary academic literacies

, 208–209

postsecondary education postresettlement

, 208

refugee resettlement in United States

, 207–208

research setting

, 209–210

researcher positionality

, 211

sociocultural literacies

, 205–206

UNHCR

, 203–204

Refugee(s)

, 204

label

, 206

narrative

, 207

resettlement in United States

, 207–208

Relational model of motivation development for Chinese students

, 255–256

Research Triangle Institute (RTI)

, 14–15

Researcher positionality

, 211, 245

Response-able methodology

, 47

School Attendance Act

, 103

Second-year learning experience

, 27

Self-efficacy

, 249, 251

Self-reflexivity

, 181–182

Semi-structured interviews

, 162–164, 211, 246–247

Service learning, critical international

, 142–144

“Social and political reform”

, 142–143

Social constructionism

, 11

Sociocultural literacies

, 205–206

Sociocultural theories

, 37

Socioemotional issues

, 229

Socioemotional skills

, 235–236

and caring relationships

, 239

Sociolinguistic mobility

, 105

South Africa

history of colonization

, 145

TCs

, 144

Standardized reading assessments

, 14–17

Standards Based Education (SBE)

, 118–119, 121

English Curriculum Documents

, 126–127

State-of-the-art knowledge

, 12

Student engagement and home environment

, 234–235

Students and stories

, 247–253

high-achieving student

, 251–253

low-achieving student

, 247–249

medium-achieving student

, 249–251

Sustainable Development Goal 4

, 80

Synchronicity

, 65–66

Talanoa vā analysis

, 47, 52–53

Tapasā

, 42–43

cultural competencies framework

, 48–49

data collection and analysis

, 46–47

decolonizing perspectives in education

, 45

diffractive readings

, 50–52

first-year literacy class

, 49–50

in Gagana Samoa

, 43

implications

, 52–53

indigenizing perspectives in education

, 45

literacy assessments

, 50

methodology and researcher stance

, 45–46

Ngā Turu

, 49

Teacher

agency

, 229, 236–237

perceptions of newcomer high performing refugee youth

, 164–166

preparation for teaching immigrant and refugee youth

, 172–173

professional development

, 92

and student technology challenges

, 232–233

and students digital skills

, 239

technology competency

, 239

Teacher candidates (TCs). See also Community mapping

, 140

South Africa

, 144

Teaching global literacies

, 189

Teaching immigrant, teacher preparation for

, 172–173

Teaching in times of crisis

, 227–229

Technological Pedagogical Content Knowledge framework (TPACK framework)

, 33–34

Text analysis as diffractive reading

, 46–47

Thematic analysis

, 231

Tierney’s concept of decolonizing spaces

, 118–119

Tierney’s framework

, 43

Tok Pisin

, 118, 120, 130–131

Transitional bilingual education early-exit program

, 120

Translanguaging

, 89, 133

as pedagogy and practice

, 122–123

Triple modeling-based writing center

, 63–66

UNESCO

, 226

United Nations

, 19

United Nations High Commissioner for Refugees (UNHCR)

, 203–204

United States (US)

, 185

doctoral degree program

, 26, 37

evidence-based practices

, 12–14

refugee resettlement in

, 207–208

United States Agency for International Development (USAID)

, 11

Universidad Autónoma de Madrid (UAM)

, 69

Universidad Católica de Chile (UC)

, 63–64

Upper primary grades

, 82–83

USAID/Latin America and Caribbean Reads Capacity Program

, 17

Vocabulary development

, 106–107

Volatile, uncertain, complex, and ambiguous world (VUCA)

, 228–229

Vulnerable learning

, 28–30

Vulnerable teaching

, 28–30

Western epistemological systems

, 259

Writing Center (WC)

, 63–64

in faculty of teacher training

, 69–72

Writing-oriented tutorials

, 71

Yoke of colonialism

, 36

Zero-sum concept

, 181