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Literacy Development In A Multilingual Context

Author: Aydin Y. Durgunoglu
Publisher: Routledge
ISBN: 1135456267
Size: 44.71 MB
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During the past decades, literacy has gradually become a major concern all over the world. Though there is a great diversity in both the distribution and degree of literacy in different countries, there has been an increasing awareness of the number of illiterates and the consequences of being illiterate. However, literacy is no longer seen as a universal trait. When one focuses on culturally-sensitive accounts of reading and writing practices, the concept of literacy as a single trait does not seem very feasible. A multiplicity of literacy practices can be distinguished which are related to specific cultural contexts and associated with relations of power and ideology. As such, literacy can be seen as a lifelong context-bound set of practices in which an individual's needs vary with time and place. This volume explores the use of literacy outside the mainstream in different contexts throughout the world. It is divided into four sections. Section 1 presents an anthropological perspective--analyzing the society and the individual in a society. Section 2 presents a psychological perspective--focusing on the individuals themselves and analyzing the cognitive and affective development of young children as they acquire literacy in their first and second languages. Section 3 presents an educational perspective--highlighting the variations in educational approaches in different societies as well as the outcomes of these approaches. Section 4 summarizes the studies presented in this volume. Both theoretical issues and educational implications related to the development of literacy in two languages are discussed. An attempt is also made to open up new directions in the study of literacy development in multilingual contexts by bringing these various disciplinary perspectives together.

Die Macht Der Sprachen

Author: Paul Mecheril
Publisher: BoD – Books on Demand
ISBN: 3830916272
Size: 62.15 MB
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Schulische Realitäten in Migrationsgesellschaften werden durch Mehrsprachigkeit konstituiert. Ob es Schulen gelingt, auf die zunehmend bedeutsamer werdende Herausforderung der Mehrsprachigkeit ihrer Schülerinnen und Schüler angemessene Antworten zu finden, hängt nicht nur von Fragen der Didaktik und der Schulentwicklung ab. Die in diesem Buch versammelten Beiträge zeigen, dass es für Reformen zudem erforderlich ist, mit allen Beteiligten zu einer Reflexion und Veränderung der Macht- und Dominanzverhältnisse zu gelangen, die in der Schule und in der Einwanderungsgesellschaft wirken. Ein Blick auf Großbritannien gibt hierfür theoretische wie praktische Anregungen. In acht Kommentaren deutscher Autorinnen und Autoren werden Erfahrungen und Positionen aus dem englischsprachigen Raum vor dem Hintergrund der Situation in Deutschland betrachtet und Problemen und Chancen der mehrsprachigen Schulen diskutiert. Die Texte aus Grossbritanien machen deutlich, dass bildungspolitische Entwicklungen innerhalb eines Schulsystems keineswegs homogen sind, sondern partiell höchst widersprüchlich sein können, und dass die im Bildungssystem Tätigen zweisprachige Kinder und Jugendliche erst dann wirkungsvoll unterstützen können, wenn sie den Blick auch auf diese Widersprüche richten.

Cross Linguistic Transfer In Reading In Multilingual Contexts

Author: Elena Zaretsky
Publisher: John Benjamins Publishing Company
ISBN: 9027266514
Size: 21.66 MB
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This book represents concurrent attempts of multiple researchers to address the issue of cross-linguistic transfer in literacy. It includes broad spectrum of languages and reflects a new generation of conceptualizations of cross-linguistic transfer, offering a different level of complexity by studying children who are trilingual and even learning a fourth language. The collection of papers in this volume tried to capture the dynamic developmental changes in cross-linguistic transfer that include such factors as age of acquisition, typological proximity of L1 and L2 (and L3, L4), intensity of exposure to language and reading in ambient and newly acquired language(s), quality of input and home literacy. More stringent methodological considerations allowed to isolate specific constructs that suggest either primary levels of children’s metalinguistic abilities (phonological awareness that can be applied cross-linguistically) or a more language-specific constructs (morphological awareness) that relies on various factors, including typological proximity, language proficiency and task demands. Originally published in Written Language & Literacy, Vol. 17:1 2014.

Language Power And Pedagogy

Author: Prof. Jim Cummins
Publisher: Multilingual Matters
ISBN: 1847698441
Size: 80.24 MB
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Population mobility is at an all-time high in human history. One result of this unprecedented movement of peoples around the world is that in many school systems monolingual and monocultural students are the exception rather than the rule, particularly in urban areas. This shift in demographic realities entails enormous challenges for educators and policy-makers. What do teachers need to know in order to teach effectively in linguistically and culturally diverse contexts? How long does it take second language learners to acquire proficiency in the language of school instruction? What are the differences between attaining conversational fluency in everyday contexts and developing proficiency in the language registers required for academic success? What adjustments do we need to make in curriculum, instruction and assessment to ensure that second-language learners understand what is being taught and are assessed in a fair and equitable manner? How long do we need to wait before including second-language learners in high-stakes national examinations and assessments? What role (if any) should be accorded students’ first language in the curriculum? Do bilingual education programs work well for poor children from minority-language backgrounds or should they be reserved only for middle-class children from the majority or dominant group? In addressing these issues, this volume focuses not only on issues of language learning and teaching but also highlights the ways in which power relations in the wider society affect patterns of teacher–student interaction in the classroom. Effective instruction will inevitably challenge patterns of coercive power relations in both school and society.

Continua Of Biliteracy

Author: Prof. Nancy H. Hornberger
Publisher: Multilingual Matters
ISBN: 1847699561
Size: 30.65 MB
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Biliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program adapted to its own specific context, media, and contents.

Reading And Language Learning

Author: Keiko Koda
Publisher: Wiley-Blackwell
ISBN: 9781405175746
Size: 64.74 MB
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Reading and language learning are interdependent. While reading necessitates linguistic knowledge, reading ability enhances linguistic knowledge expansion. This volume explores the reciprocal relationship between reading and language learning. Explores how reading and language learning are interrelated, bringing new insights to discussions on the unique nature of reading development in a second language Covers topics including cross-linguistic constraints on second-language reading development, bilingualism and literacy, linguistic resources and reading strategies, incidental vocabulary acquisition through reading, local language processing and global text comprehension, and cross-linguistic effects on word identification Views second-language reading as a multi-faceted and multi-lingual construct Examines a variety of reading sub-skills, ranging from word identification to discourse comprehension.

Language And Learning

Author: Terry Piper
Publisher: Prentice Hall
ISBN: 9780130607942
Size: 23.32 MB
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This book is about the similarities in the learning and teaching of language under a variety of conditions. Whether children are first or second language learners, whether or not they have a learning or physical disability, the experience of learning a language is much the same. This book looks at language, at children's learning of language, and the role of parents and teachers in that learning from the time a child is born until the end of the school years. It provides a basic introduction to linguistic theory, language acquisition, and the theories underlying current teaching practice. Addresses issues pertaining to ESL, ASL and other learners as well as mainstream children.

Handbook Of Research On Cross Cultural Approaches To Language And Literacy Development

Author: Smith, Patriann
Publisher: IGI Global
ISBN: 1466686693
Size: 69.51 MB
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With rapid technological and cultural advancements, the 21st century has witnessed the wide scale development of transnationalist economies, which has led to the concurrent evolution of language and literacy studies, expanding cross-cultural approaches to literacy and communication. Current language education applies new technologies and multiple modes of text to a diverse range of cultural contexts, enhancing the classroom experience for multi-lingual learners. The Handbook of Research on Cross-Cultural Approaches to Language and Literacy Development provides an authoritative exploration of cross-cultural approaches to language learning through extensive research that illuminates the theoretical frameworks behind multicultural pedagogy and its myriad applications for a globalized society. With its comprehensive coverage of transnational case studies, trends in literacy teaching, and emerging instructive technologies, this handbook is an essential reference source for K-20 educators, administrators in school districts, English as a Second Language (ESL) teachers, and researchers in the field of Second Language Acquisition (SLA). This diverse publication features comprehensive and accessible articles on the latest instructional pedagogies and strategies, current empirical research on cross-cultural language development, and the unique challenges faced by teachers, researchers, and policymakers who promote cross-cultural perspectives.