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Hits 1 – 4 of 4
1
Play to learn: self-directed home language literacy acquisition through online games
Eisenchlas, Susana
;
Moyes, Gordon
;
Schalley, Andrea
. - : Routledge, 2015
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2
Multilingualism and assimilationism in Australia's literacy-related educational policies
Guillemin, Diana
;
Schalley, Andrea
;
Eisenchlas, Susana
. - : Routledge, 2015
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3
Multilingualism and literacy: practices and effects
Eisenchlas, Susana
;
Schalley, Andrea
;
Guillemin, Diana
. - : Routledge, 2015
Abstract:
Linguistic and cultural diversity is a feature of most, if not all, modern societies, whether it results from historical processes of state formation, from the aggregation of colonial possessions and their subsequent independence or from human mobility. (Liddicoat et al. 2014, 269). Ensuing from such linguistic diversity in modern societies are multilingual1 speakers who display a range of proficiency levels across their languages. Often, one language of a multilingual speaker is considered their ‘strongest’ or most ‘dominant’ language. Yet, speakers develop different proficiency levels in each of the four macroskills of listening and speaking (‘oral skills’) and reading and writing (‘literacy skills’), for each of their languages. Research to date, however, has tended to focus on oral (and cognitive) skills of multilingual speakers or to explore the effects of multilingualism on the acquisition of literacy more generally (Baker 2011; Bialystok 2001). In this context, literacy is seen – quite rightly – as a general transferable skill. This perception has often, however, steered inquiry to focus on literacy in the speakers’ mainstream language (or language of schooling), while neglecting literacy development and maintenance in their other language(s). This special issue aims at slightly shifting the focus of inquiry. It refracts the research lens to explore multilingualism and literacy through inquiry into literacy in the non-mainstream language(s) of multilingual speakers. It also considers different notions of literacy – from emergent literacy skills and narrative creation to digital media and marketing literacy – and different bilingual populations – from young learners via high school and university students to adult speakers. As the following introduction to the papers reveals, authors of each contribution have selected the combination of features best suited to their line of inquiry. This has produced a set of papers that are mutually complementary and thus en bloc present a valuable source of insights on multilingualism and literacy. ; Arts, Education & Law Group, School of Languages and Linguistics ; No Full Text
Keyword:
Applied Linguistics and Educational Linguistics
;
Language in Culture and Society (Sociolinguistics)
URL:
https://doi.org/10.1080/13670050.2015.1037714
http://hdl.handle.net/10072/154669
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4
One-parent-one-language (OPOL) families: is the majority language- speaking parent instrumental in the minority language development?
Venables, Elizabeth
;
Eisenchlas, Susana
;
Schalley, Andrea
. - : Routledge, 2014
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