ERIC Number: EJ1419633
Record Type: Journal
Publication Date: 2024
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1038-1562
EISSN: EISSN-1839-4728
Available Date: N/A
Literacies in the English Classroom: Leveraging and Extending the Linguistic Repertoire of All Students
Australian Journal of Language and Literacy, v47 n1 p39-52 2024
In countries such as Australia, the bi/multilingual student demographic is increasing. Bi/multilingual students are commonly learning alongside monolingual students and also Indigenous and first- and second-generation immigrant students who have a great range of exposure to heritage languages. In this article, we explore how literacies and language variation can be drawn together in order to support teachers' navigation of linguistic diversity in the English classroom. More specifically, we discuss how linguistic variation can be an explicit focus, and how extending students' linguistic repertoire can be an end in itself. If home language resources are solely considered to be a scaffold for standardised English language practices at school, or a way to transition students to English, they are not applicable to monolingual (in English) students nor students who have grown up speaking English as well as another home language. This orientation does not do justice to the learning potential related to linguistic diversity. We propose that the embedding of language variation in literacies and multimodality, digital multimodal composing in particular, is a way to address the intrinsic value of developing students' linguistic repertoire as a whole.
Descriptors: Literacy Education, English (Second Language), Second Language Learning, Native Language, Language Usage, Classroom Communication, Bilingualism, Multilingualism, Scaffolding (Teaching Technique), Multiple Literacies, Foreign Countries, Teaching Methods, Language Variation, Immigrants, Information Technology
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A
Author Affiliations: N/A