By Nancy H. Hornberger
Biliteracy - using or extra languages in and round writing- is an inescapable characteristic of lives and colleges around the globe, but one that such a lot academic coverage and perform proceed blithely to disregard. The continua of biliteracy featured within the current quantity bargains a finished but versatile version to lead educators, researchers, and policy-makers in designing, accomplishing, and comparing academic courses for the advance of bilingual and multilingual inexperienced persons, every one application tailored to its personal particular context, media, and contents.
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Additional info for Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings
Example text
Edelsky (1982: 223, 225) found that, although children in the bilingual program she studied generally used Spanish orthography when writing in English, they 24 Continua of Biliteracy 1111 2 3 4 5 6 7 8 9 1011 1 2 3111 4 5 6 7 8 9 20111 1 2 3 4 5 6 7 8 9 30111 1 2 3 4 5 6 7 8 9 40 41111 25 reserved the letter k for English and the tilde and accent for Spanish, thus reflecting knowledge of differences between the two writing systems from an early stage. , 1985: 385). In this case, whether because of transfer or not, convergence or divergence between the biliterates’ two writing systems seemed to have little influence on the reading and writing of either.
The paper concludes with comments on the implications of the continua for research in and teaching of biliteracy. Contexts of Biliteracy An interest in context as an important factor in all aspects of language use dates back at least to the early 1960s and the beginnings of sociolinguistics and the ethnography of communication (Fishman, 1968; Hymes, 7 8 1111 2 3 4 5 6 7 8 9 1011 1 2 3111 4 5 6 7 8 9 20111 1 2 3 4 5 6 7 8 9 30111 1 2 3 4 5 6 7 8 9 40 41111 Continua of Biliteracy 1964; Pride & Holmes, 1972).
9. 10. 11. 12. g. the natural approach) (McLaughlin, 1985: 116; Krashen & Terrell, 1983). , 1989). The beginnings of miscue analysis were in the 1960s, with a paper Goodman presented at the 1964 American Educational Research Association meetings, titled ‘A Linguistic Study of Cues and Miscues in Reading’ (reprinted in Goodman, 1982). Working from the premise that a reader actively reconstructs a message from written language by using language cues, miscue analysis examines ‘errors’ readers make in oral reading as a clue to understanding the reading process.