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Learning to be Literate

Learning to be Literate

Prof. Viv Edwards

(2009)

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Book Details

Abstract

This textbook brings together research on literacy and multilingualism from a variety of settings: the learning of English in migrant destinations, immersion and bilingual education, and the maintenance of heritage languages. Designed to be accessible to students from a wide range of disciplines, the book explores multilingualism as a global phenomenon at both the individual and societal level, and literacy learning in a wide variety of contexts. It uses both these discussions to explore the theoretical and policy issues which are behind current educational practice, and points to possible ways forward. Students are introduced to examples of innovative and best practice from a range of international contexts, and discussion points and suggested activities encourage them to build on their own experiences as language learners. This is an ideal introductory text for students on courses where a critical understanding of language in education is necessary, as well as being a useful summary of the field and its future directions for researchers, practitioners and policy makers.


This volume offers a comprehensive, accessible overview of bilingualism, biliteracy, and language education around the world with attention to the broad sweep and the defining details. Edwards skillfully joins research summary with case studies—stories that demonstrate the wide range of meanings and practices associated with reading, drawn from her own experience and scholarly pursuits. The book neither dwells on nor ignores the various 'wars' and disagreements in the field but rather sketches the contexts in which they arose, their theoretical bases, and implications for instruction. The book is well-suited for use as a textbook, with its list of key points at the end of each chapter and carefully chosen resources. But it also serves as a nicely readable overview for those who need an update.


Carolyn Temple Adger, Center for Applied Linguistics, Washington, DC, USA

What makes this book unique? Its simplicity and erudition, enabling readers to gain basic understandings of the power of literacy, while familiarizing them with an impressive array of multilingual contexts both globally and locally. Spanning literacy in multilingual families, communities and schools, the book blends the scholarship on literacy, multilingualism and multiliteracies, providing fresh perspectives of how to empower children, teachers, parents and communities in multilingual contexts.


Ofelia García, Graduate Center, City University of New York

Viv Edwards is Professor of Language in Education at the University of Reading where she is also Director of the National Centre for Language and Literacy. She is editor of the international journal Language and Education and has researched and published widely in the areas of multilingualism and education. Her book on Multilingualism in the English-speaking World received the 2005 British Association for Applied Linguistics book award. She is also a fellow of the Royal Society for Arts.


"Learning to be Literate" is a very accessible textbook that introduces its readers to issues of multilingualism, literacy education, and multilingual literacies from various perspectives. The author does not limit her coverage to multiliteracy in English-speaking countries, but instead draws on multilingual settings and case studies from all over the world. Primarily the book is intended to serve as an introductory text for courses on literacy education, aimed at undergraduates and postgraduate students from a wide range of disciplines. In addition, it provides an easy-to-read summary of the field of multilingual literacy education for practitioners, educators and policy makers.


Susanne R. Borgwaldt, TU Braunschweig, Germany

This is a unique and exceptional book which will be invaluable for professionals working with bi-and multilingual children and their families in educational settings. The inclusion of activities and discussion points at the end of each chapter makes the book ideal for core reading at both undergraduate and postgraduate level as well as for professional development courses.


Eve Gregory, Professor of Language and Culture in Education and Head of the Centre for Language, Culture and Learning, Goldsmiths, University of London.

Table of Contents

Section Title Page Action Price
Contents vii
Acknowledgements ix
1 Reading the word, reading the world 1
Many routes to literacy 2
The scope and organization of this book 6
2 Multilingualism 9
Language and migration 10
Languages in contact 10
Languages and nation-building 14
What is a language anyway? 15
Multilingualism and the individual 17
Multilingualism and society 21
Key points 26
Activities and discussion points 27
Further reading 28
3 Education in multilingual societies 31
Languages, politics and education 32
Marginalized languages 44
Minority languages and majority speakers 46
Key points 48
Activities and discussion points 50
Further reading 51
4 Multiliteracies 53
What is literacy? 54
What are the issues for literacy in more than one language? 54
How is biliteracy best developed? 58
Key points 61
Activities and discussion points 63
Further reading 64
5 The politics and practice of literacy teaching 65
Language, literacy and power 66
How do bilingual students learn to read? 69
Learning to write in multilingual settings 75
Key points 79
Activities and discussion points 80
Further reading 82
6 Language, literacy and culture 83
What counts as literacy? 84
How do we explain differences in literacy achievement? 86
How have parents reacted? 88
How do children reconcile home and school? 90
How can schools best support children’s literacies? 92
Key points 96
Activities and discussion points 97
Further reading 99
7 Resources for learning 101
The shortage of materials 102
Kinds of resources 102
Innovative approaches 105
The economics of minority language publishing 110
Key points 112
Activities and discussion points 113
Further reading 114
8 Making change in multilingual classrooms 115
The need for training 116
Approaches to continuing professional development 116
So what does effective CPD look like? 118
International collaboration 123
Key points 124
Activities and discussion points 125
Further reading 125
Key to Activity 1, p.81 126
References 127
Index 139