Becoming biliterate : identity, ideology, and learning to read and write in two languages
Author(s)
Bibliographic Information
Becoming biliterate : identity, ideology, and learning to read and write in two languages
Routledge, 2011
- : pbk
- : hbk
Available at 6 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
Through the real-life context of one child learning to be bilingual and biliterate, this book raises questions and provides a context for pre-service and practicing teachers to understand and reflect on how children learn to read and write in multiple languages. Highlighting the social and cognitive advantages of biliteracy, its purpose is to help teachers better understand the complexity by which young children become biliterate as they actively construct meaning and work through tensions resulting from their everyday life circumstances. Perspectives regarding identity and language ideologies are presented to help teachers refine their own pedagogical approaches to teaching linguistically diverse children. Readers are engaged in understanding early biliteracy through a process of articulating and questioning their own assumptions and beliefs about learning in multiple languages and literacies.
Table of Contents
ForewordPreface
1. Introduction: A New Way of Thinking about Biliteracy
2. Emma as a Young Child
3. Writing Across Writing Systems: Theoretical Approaches
4. Writing and Drawing as Active Discovery
5. Early Writing as Social Practice: The Self in Action
6. Reading as Social Practice: Breaking the Code of Code-switching
7. "I Don't Want to be Japanese Anymore": When Emma Met School
8. The Journey of Becoming Biliterate
References
by "Nielsen BookData"