Oliver Meyer
Biographic Data
| ID | 6520783 |
|---|---|
| NAME | Oliver Meyer |
| GIVEN NAMES | Oliver |
| FAMILY NAME | Meyer |
| SIGNATURE | MEYER O |
| AFFILIATIONS | Johannes Gutenberg University Mainz |
| ORCID | 0000-0002-3002-333X |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Pluriliteracies for global citizenship
This conceptual article introduces the 4Rs Framework— Reading, Repositioning, Reflecting, and Responding —as a pedagogical model for designing Deeper Learning Episodes (DLEs) in the language-as-discipline classroom. Building on pluriliteracies pedagogy and research into disciplinary literacies, global citizenship, and epistemic fluency, the framework re-envisions how language learning can integrate cognitive, ethical, and affective dimensions of …
Knowledge ecology for conceptual growth
This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines…
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve th…
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve th…
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve th…
Knowledge ecology for conceptual growth
This article explores how a group of educators and researchers enacted an inclusive process of conceptual growth involving teachers and teacher educators as active agents, knowledge builders and meaning-makers in the development of a Pluriliteracies approach to Teaching for Learning (PTL). The evolution of a working model based on five emergent principles, foregrounded the need for stakeholders across different languages, cultures and disciplines…
Pluriliteracies for global citizenship
This conceptual article introduces the 4Rs Framework— Reading, Repositioning, Reflecting, and Responding —as a pedagogical model for designing Deeper Learning Episodes (DLEs) in the language-as-discipline classroom. Building on pluriliteracies pedagogy and research into disciplinary literacies, global citizenship, and epistemic fluency, the framework re-envisions how language learning can integrate cognitive, ethical, and affective dimensions of …
Second Language Learning and Teaching (3 works) · Computer Science (2 works) · Discipline (2 works) · Literacy (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Active listening (1 work) · Biology (1 work)