LEADER 06046oam 2200685I 450 001 9910827782403321 005 20240131143910.0 010 $a1-135-09318-0 010 $a0-203-07089-5 010 $a1-299-46989-2 010 $a1-135-09319-9 024 7 $a10.4324/9780203070895 035 $a(CKB)2550000001019613 035 $a(EBL)1170292 035 $a(SSID)ssj0000860263 035 $a(PQKBManifestationID)11436442 035 $a(PQKBTitleCode)TC0000860263 035 $a(PQKBWorkID)10895516 035 $a(PQKB)11369508 035 $a(MiAaPQ)EBC1170292 035 $a(Au-PeEL)EBL1170292 035 $a(CaPaEBR)ebr10687222 035 $a(CaONFJC)MIL478239 035 $a(OCoLC)840416934 035 $a(FINmELB)ELB134041 035 $a(EXLCZ)992550000001019613 100 $a20180706d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aFraming languages and literacies $esocially situated views and perspectives /$fedited by Margaret R. Hawkins 210 1$aNew York :$cRoutledge,$d2013. 215 $a1 online resource (238 p.) 300 $aDescription based upon print version of record. 311 $a0-415-81056-6 311 $a0-415-81055-8 320 $aIncludes bibliographical references and index. 327 $aCover; 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 327 $aCritique 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 327 $aImplications 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 327 $aGandhian 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 327 $aExperiencingConceptualizing; 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 327 $aDevelopment of Biliteracy: Translanguaging and FlexibleBilingual Pedagogy 330 $a"In this seminal volume leading language and literacy scholars clearly articulate and explicate major social perspectives and approaches in the fields of language and literacy studies. Each approach draws on distinct bodies of literature and traditions and uses distinct identifiers, labels, and constellations of concepts; each has been taken up across diverse global contexts and is used as rationale and guide for the design of research and of educational policies and practices. Authors discuss the genesis and historical trajectory of the approach with which they are associated; offer their unique perspectives, rationales, and engagements; and investigate implications for understanding language and literacy use in and out of schools. The premise of the book is that understanding concepts, perspectives and approaches requires knowing the context in which they were created, the rationale or purpose in creating them, and how they have been taken up and applied in communities of practice. Accessible yet theoretically rich, this volume is indispensible for researchers, students, and professionals across the fields of language and literacy studies"--$cProvided by publisher. 606 $aLiteracy$xSocial aspects 606 $aEnglish language$xStudy and teaching$xSocial aspects 615 0$aLiteracy$xSocial aspects. 615 0$aEnglish language$xStudy and teaching$xSocial aspects. 676 $a302.2/244 686 $aLAN010000$aFOR007000$2bisacsh 701 $aHawkins$b Margaret R.$f1953-$01616676 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910827782403321 996 $aFraming languages and literacies$94026718 997 $aUNINA