| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910827782403321 |
|
|
Titolo |
Framing languages and literacies : socially situated views and perspectives / / edited by Margaret R. Hawkins |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
New York : , : Routledge, , 2013 |
|
|
|
|
|
|
|
ISBN |
|
1-135-09318-0 |
0-203-07089-5 |
1-299-46989-2 |
1-135-09319-9 |
|
|
|
|
|
|
|
|
Descrizione fisica |
|
1 online resource (238 p.) |
|
|
|
|
|
|
Classificazione |
|
|
|
|
|
|
Altri autori (Persone) |
|
HawkinsMargaret R. <1953-> |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Literacy - Social aspects |
English language - Study and teaching - Social aspects |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Note generali |
|
Description based upon print version of record. |
|
|
|
|
|
|
Nota di bibliografia |
|
Includes bibliographical references and index. |
|
|
|
|
|
|
Nota di contenuto |
|
Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Preface; Acknowledgements; 1.Introduction; Introduction; Situated Languages and Literacies; The Social Turn in Language and Literacy Studies; The Book; References; 2.BICS and CALP: Empirical Support, Theoretical Status, and Policy Implications of a Controversial Distinction; Origins of the Distinction; Empirical Origins; Theoretical Origins and Evolution; From Research and Theory to Policy and Practice; Evaluating Theoretical Constructs; Viewing Educational Policies and Practice Through theLens of BICS/CALP |
Critique and ResponseConclusion; References; 3.Systemic Functional Linguistics; Systemic Functional Linguistics; Functionality; Stratification; Multimodality; Literacy; Literacy Education; Disposition to Teach and Learn; Notes; References; 4.Discourses In and Out of School: Looking Back; Background: Religion and Theoretical Linguistics; Sharing Time and Discourses; The Reading Wars and Learning as a Discourse Process; Vernacular and Specialist Varieties of Language; Is It Only Poor Children Who Are Failing in School?; New Capitalism and Popular Culture |
Implications for Research and InterventionReferences; 5.A Postcolonial Perspective in Applied Linguistics: Situating English and the |
|
|
|
|
|
|
|
|
|
|
|
Vernaculars; What Is Postcolonialism?; English- and Vernacular-Medium Education in India:Colonial Vestiges, Neo-Colonial Laminations; Issues of Data and Method; Sites That Reproduce the English-Vernacular Divide: TrackingPolicies, Inequities in Textbooks; Non-Formal Education, Civic Engagements, Efforts at Equality; Some Communal Issues in Ahmedabad: Setting the Backdropfor Non-Formal Education |
Gandhian Ideologies in Two Settings: Gandhi's Views on Non-Formal Education, Community Service, and Non-CooperationThe Two Endeavours: Drawing on Non-Cooperation to Expand"Education" and Civic Engagement; The National Social Service Scheme at the Women's College; Education and Community at the Gandhi Ashram; Winding Down: Articulating Implications; Notes; References; 6."Multiliteracies": New Literacies, New Learning; Introduction; The "Why" of Multiliteracies; Workers; Citizens; Persons; The "What" of Multiliteracies; Designing Meanings; Modalities of Meaning; The "How" of Multiliteracies |
ExperiencingConceptualizing; Analysing; Applying; Multiliteracies in Practice; Conclusion; Acknowledgements; Note; References; 7.Regrounding Critical Literacy: Representation, Facts and Reality; Introduction; Literacy and the Production of the Subject; Critical Pedagogy; Discourse Analytic Approaches; The Theoretical and Practical Problem: Representationand Reality; References; 8.Biliteracy Continua; Contexts of Biliteracy: Mobility and Sociolinguistic Scales; Media of Biliteracy: Languaging and Communicative Repertoires |
Development of Biliteracy: Translanguaging and FlexibleBilingual Pedagogy |
|
|
|
|
|
|
Sommario/riassunto |
|
"In this seminal volume leading language and literacy scholars clearly articulate and explicate major social perspectives and approaches in the fields of language and literacy studies. Each approach draws on distinct bodies of literature and traditions and uses distinct identifiers, labels, and constellations of concepts; each has been taken up across diverse global contexts and is used as rationale and guide for the design of research and of educational policies and practices. Authors discuss the genesis and historical trajectory of the approach with which they are associated; offer their unique perspectives, rationales, and engagements; and investigate implications for understanding language and literacy use in and out of schools. The premise of the book is that understanding concepts, perspectives and approaches requires knowing the context in which they were created, the rationale or purpose in creating them, and how they have been taken up and applied in communities of practice. Accessible yet theoretically rich, this volume is indispensible for researchers, students, and professionals across the fields of language and literacy studies"-- |
|
|
|
|
|
|
|
| |