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Download Continua of Biliteracy: An Ecological Framework for by Nancy H. Hornberger PDF

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By Nancy H. Hornberger

Biliteracy - using or extra languages in and round writing- is an inescapable function of lives and colleges around the world, 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, engaging in, and comparing academic courses for the improvement of bilingual and multilingual newbies, each one application tailored to its personal particular context, media, and contents.

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Extra resources for Continua of Biliteracy: An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings

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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.

Research on Spanish and English reading lessons in a bilingual school in Philadelphia suggests that the strategy of ‘attacking’ new words by identifying roots and suffixes may transfer between the two languages (Hornberger & Micheau, 1988). , 1989). Work in the field of contrastive rhetoric has shown that native language discourse patterns have an impact on writers’ learning of a second language and its discourse patterns. Söter’s (1988: 202) study comparing one writing task (a simple bedtime story) carried out by Vietnamese, Arabicspeaking Lebanese, and native English-speaking students in Sydney, Australia, demonstrated the influence of the students’ prior knowledge of literacy and literary experiences on their current experiences and writing performance.

3. 4. 5. 6. This paper originally appeared in Review of Educational Research 59 (3): 271–96. It is reprinted here with permission from the American Educational Research Association (AERA). Names in the vignettes are pseudonyms. Speech act is the minimal unit of the following set: speech act, speech event, speech situation, and speech community. Hymes (1974) gave an example: ‘a party (speech situation), a conversation during the party (speech event), a joke within the conversation (speech act)’ (52).

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