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This volume introduces the reader to ongoing research on the study of biliteracy, and highlights recent trends in the promotion of biliteracy and multiliteracies in education. Literacy issues have come under the microscope of researchers in recent decades. The very concept of literacy includes skills such as understanding, interpreting, and managing different text types in different sociocultural environments. Therefore, the pioneers in the study of literacy characterize it as one multidimensional concept with social and cultural components, or go even further by talking about pluriliteracies/multiliteracies, which emerge through the complex linguistic and value practices adopted by speakers of multilingual societies in the 21st century. The contributions gathered here will give the reader a general idea of where research is heading in the areas of biliteracy and multiliteracies, especially in view of multilingualism and its ever-changing conditions. The authors situate their research within current debates in terms of theory and empirical data. In this volume, the reader will find several chapters discussing issues of biliteracy and multiliteracies in a wide variety of settings, countries, and orientations, including Brazil, Cyprus, Greece, Iceland, Malta, Portugal, and the USA.
The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism and multilingualism at individual, group and societal levels. Updates to the new edition include: Thoroughly updated chapters with over 500 new citations of the latest research. Six chapters with new titles to better reflect their updated content. A new Chapter 16 on Deaf-Signing People, Bilingualism/Multilingualism, and Bilingual Education. The latest demographics and other statistical data. Recent developments in and limitations of brain imaging research. An expanded discussion of key topics including multilingual education, codeswitching, translanguaging, translingualism, biliteracy, multiliteracies, metalinguistic and morphological awareness, superdiversity, raciolinguistics, anti-racist education, critical post-structural sociolinguistics, language variation, motivation, age effects, power, and neoliberal ideologies. Recent US policy developments including the Every Student Succeeds Act (ESSA), Seal of Biliteracy, Proposition 58, LOOK Act, Native American Languages Preservation Act, and state English proficiency standards and assessments consortia (WIDA, ELPA21). New global examples of research, policy, and practice beyond Europe and North America. Technology and language learning on the internet and via mobile apps, and multilingual language use on the internet and in social media. Students and Instructors will benefit from updated chapter features including: New bolded key terms corresponding to a comprehensive glossary Recommended readings and online resources Discussion questions and study activities
The research in this unique collection lies at the interface between the fields of bilingualism and literacy. It deepens our understanding of the significance of reading and writing as social practices and opens up new lines of inquiry for research on multilingualism. The authors incorporate theoretical and methodological insights from both fields and provide detailed accounts of everyday practices of reading and writing in different multilingual settings. The focus is primarily on linguistic minority groups in Britain and on the language and literacy experiences of children and adults in rural and urban communities. Together, the chapters of the volume build up a rich and illuminating picture of specific ways in which literacy is bound up with cultural practices and with different ways of seeing the world. They also address fundamental questions about the relationship between language, literacy and power in multi-ethnic contexts.
Over the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory – Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory – in a way that significantly clarifies this controversial concept.
A foundational textbook for students and teachers, providing a comprehensive introduction to bilingualism and bilingual education at individual, language minority group, and national levels. Annotation copyright by Book News, Inc., Portland, OR
The concept of 'Multiliteracies' has gained increasing influence since it was coined by the New London Group in 1994. This collection edited by two of the original members of the group brings together a representative range of authors, each of whom has been involved in the application of the pedagogy of Multiliteracies.
Using novel methodological approaches and new data, The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that shows no such benefits exist.
Written as an introductory text from a crossdisciplinary perspective, this book covers individual and societal concepts in minority and majority languages.
This book is a longitudinal case study carefully detailing the French/English bilingual and biliterate development of three children in one family beginning with their births and ending in late adolescence. The book focuses most specifically on the children's acquisition of French and English during their early through late adolescence, in both their Louisiana and Quebec home environments.
This engaging volume on English as an Additional Language (EAL), argues persuasively for the importance of critical participatory pedagogies that embrace multilingualism and multimodality in the field of TESOL. It highlights the role of the TESOL profession in teaching for social justice and advocacy and explores how critical participatory pedagogies translate into English language teaching and teacher education around the world. Bringing together diverse scholars in the field and practicing English language teachers, editors Polina Vinogradova and Joan Kang Shin present 10 thematically organized units that demonstrate that language teaching pedagogy must be embedded in the larger sociocultural contexts of teaching and learning to be successful. Each unit covers one pedagogical approach and includes three case studies to illustrate how English language teachers across the world implement these approaches in their classrooms. The chapters are supplemented by discussion questions and a range of practical sources for further exploration. Addressing established and emerging areas of TESOL, topics covered include: Critical and postmethod pedagogies Translingualism Digital literacy and multiliteracies Culturally responsive pedagogy Advocacy Featuring educators implementing innovative approaches in primary, secondary, and tertiary contexts across borders, Contemporary Foundations for Teaching English as an Additional Language is an ideal text for methods and foundational courses in TESOL and will appeal to in-service and preservice English language teachers as well as students and teacher educators in TESOL and applied linguistics.