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Handbook of home language maintenance and development : social and affective factors. - Handbooks of applied linguistics : HAL ; communication competence - language and communication problems - practical solutions ; Volume 18 : Handbook of home language maintenance and development : social and affective factors. -
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UB Frankfurt Linguistik
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Language policy and planning for language maintenance : the macro and meso levels
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HOLM 2016 – The International Conference on Social and Affective Factors in Home Language Maintenance and Development ...
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A Lexical Semantics for Refugee, Asylum Seeker and Boat People in Australian English
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Reaching out to migrant and refugee communities to support home language maintenance
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“Looking for a good laugh”: Using ontologies to access pragmatic phenomena through spoken corpora ...
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“Looking for a good laugh”: Using ontologies to access pragmatic phenomena through spoken corpora ...
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Brush it up: On-line resources for fostering independent learning
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Australia Loves Language Puzzles: The Australian Computational and Linguistics Olympiad (OzCLO)
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In: Language and Linguistics Compass (2015)
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Australia Loves Language Puzzles: The Australian Computational and Linguistics Olympiad (OzCLO)
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In: Language and Linguistics Compass (2015)
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Play to learn: self-directed home language literacy acquisition through online games
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Multilingualism and assimilationism in Australia's literacy-related educational policies
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Multilingualism and literacy: practices and effects
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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
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Keyword:
Applied Linguistics and Educational Linguistics; Language in Culture and Society (Sociolinguistics)
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URL: https://doi.org/10.1080/13670050.2015.1037714 http://hdl.handle.net/10072/154669
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Australia loves language puzzles: The Australian Computational and Linguistics Olympiad (OzCLO)
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