VOTE LOTE!!! LOTE & LITERACY
From:
TEACHING LITERACY IN LANGUAGES IN YEAR 7
New South Wales Department of Education & Training, 1998 (pp6&7)
Links with literacy
The identification of explicit links with literacy will support the development of language programs. While not definitive, the following list identifies the skills that will enhance students’.literacy development as they learn a language.

Literacy skills for the languages classroom may include:

using pictures and diagrams to predict meaning

classifying information

comparing and contrasting English with the target language

cross-referencing information

interpreting cognates and using them to infer meaning

making links between spoken and written forms

recognising the association between print and sound

scanning to locate key words

using a bilingual dictionary

using a monolingual dictionary

using known words and sounds to understand and read new words

identifying, understanding and applying punctuation

identifying grammatical patterns and features

placing key words in context (e.g. cloze)

understanding how to open and close conversations

choosing an appropriate form of language for the audience or text

choosing an appropriate language of register

associating text with picture

associating pictures with an oral or aural stimulus

predicting the content of a text using: headings, visual clues, known words and cognates

using facial expressions, body movements and gestures to support meaning

using illustrations to confirm meaning

constructing a text for a specific purpose

decoding information from a graph or grid

encoding information into an abbreviated  style

identifying specific details

inferring meaning

locating information

identifying the language relevant to the topic and planning and reconstructing text

planning the stages of a letter, profile, note or timetable

recognising the purpose of a text

selecting information for a specific purpose

understanding language as a system

recognising speech melodies and varying tones

recording information on an appropriate form

recounting facts in oral or written form

responding appropriately to an oral or aural stimulus

sequencing jumbled words, dialogue or pictures

understanding the forms and conventions of letters and e-mail

using the same information for a variety of purposes

sequencing according to different criteria

skimming for general meaning

writing in various forms, e.g. note form and collaborating with others to identify clues

understanding culturally-specific conventions of communication

understanding the cueing of questions and answers.