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Emergent literacy instruction : ‘continua of biliteracy’ among newly immigrated adolescents / Anna Winlund
// Language and Education Volume 34, 2020 - Issue 3 England : Routledge, 2020p. 249-266 This article focuses on the instruction of recently immigrated adolescents with limited educational backgrounds who are developing emergent literacy. It is based on an ethnographic study conducted in a public Swedish language introductory class in 2017/2018. Its purpose is to investigate how the students engaged in literacy practices during the instruction, and how they were supported by their teachers. Empirical data, which included field notes, audio recordings, and interviews with students, were analyzed with the help of two dimensions of Hornberger’s continua of biliteracy, namely, the content and development of biliteracy. Analysis of the content of biliteracy indicated that students’ previous knowledge, as well as class field trips and tangible examples, served as important foundations for their instruction. Analysis of the development of biliteracy showed that the teachers’ engagement with the students’ diverse linguistic and other semiotic resources contributed to the students’ participation in literacy practices. While the framework applied to the data includes several dimensions of literacy, indispensable for research in this complex context, the analysis also illuminates the need for the inclusion of additional dimensions in order to account for the role of interpersonal relations.
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New literacies as multiply placed practices: expanding perspectives on young people’s literacies across home and school / Scott Bulfin and Dimitris Koutsogiannis
// Language and education 2012, Vol26, N.4 2012p. 331-346 The home-school mismatch hypothesis has played an important part in sociocultural studies of literacy and schooling since the 1970s. In this paper, we explore how this now classic literacy thesis has developed a new life in studies of digital media and electronic communications with regards to young people and schools, what we call the new home-school mismatch hypothesis or new literacy thesis. We report on two studies, one conducted in Australia and the other in Greece, that worked with 14-16-year-old young people to explore the relationships between their use of digital media in- and out-of-school. Our analysis suggests that the relationship between literacy and digital media use in and outside of school is more complex than is often presented in media commentary and in research and points to the need for more careftil consideration of the relationship between school and out-of-school practice and knowledge
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