This article iterates the results of integrating literacy into SLA (Second Language Acquisition) from a constructivist's perspective in preparing syllabi, pedagogical activities and testing. The observation of Mandarin-learning students' performance and conversations with them suggest that introducing certain vocabulary, expressions and knowledge from outside the textbook can enhance their active learning. The definition of teaching literacy has expanded from printed text and lectures to a wider scope of media, and to testing and research methodologies. The article also cautions that classes must be well prepared and managed to avoid far-fetched items. One of the key issues in socio-constructivism is to keep pedagogical activities within the "zone of proximal development" (Gee, 2011), or to follow the "i+1 formula" (Krashen, 1981). The study further illustrates the efficiency of teaching and learning through a shift in focus from teaching "forms" to teaching "form", and from "literacy" to "literacies".