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dc.contributor.authorSchalley, Andrea C
dc.contributor.authorEisenchlas, Susana A
dc.contributor.authorGuillemin, Diana
dc.date.accessioned2018-12-03T00:40:19Z
dc.date.available2018-12-03T00:40:19Z
dc.date.issued2016
dc.identifier.issn1367-0050
dc.identifier.doi10.1080/13670050.2015.1037714
dc.identifier.urihttp://hdl.handle.net/10072/154669
dc.description.abstractLinguistic and cultural diversity is a feature of most, if not all, modern societies, whether it results from historical processes of state formation, from the aggregation of colonial possessions and their subsequent independence or from human mobility. (Liddicoat et al. 2014, 269). Ensuing from such linguistic diversity in modern societies are multilingual1 speakers who display a range of proficiency levels across their languages. Often, one language of a multilingual speaker is considered their ‘strongest’ or most ‘dominant’ language. Yet, speakers develop different proficiency levels in each of the four macroskills of listening and speaking (‘oral skills’) and reading and writing (‘literacy skills’), for each of their languages. Research to date, however, has tended to focus on oral (and cognitive) skills of multilingual speakers or to explore the effects of multilingualism on the acquisition of literacy more generally (Baker 2011; Bialystok 2001). In this context, literacy is seen – quite rightly – as a general transferable skill. This perception has often, however, steered inquiry to focus on literacy in the speakers’ mainstream language (or language of schooling), while neglecting literacy development and maintenance in their other language(s). This special issue aims at slightly shifting the focus of inquiry. It refracts the research lens to explore multilingualism and literacy through inquiry into literacy in the non-mainstream language(s) of multilingual speakers. It also considers different notions of literacy – from emergent literacy skills and narrative creation to digital media and marketing literacy – and different bilingual populations – from young learners via high school and university students to adult speakers. As the following introduction to the papers reveals, authors of each contribution have selected the combination of features best suited to their line of inquiry. This has produced a set of papers that are mutually complementary and thus en bloc present a valuable source of insights on multilingualism and literacy.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto9
dc.relation.ispartofjournalInternational Journal of Bilingual Education and Bilingualism
dc.subject.fieldofresearchLanguage in Culture and Society (Sociolinguistics)
dc.subject.fieldofresearchApplied Linguistics and Educational Linguistics
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchCognitive Sciences
dc.subject.fieldofresearchLinguistics
dc.subject.fieldofresearchcode200405
dc.subject.fieldofresearchcode200401
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1702
dc.subject.fieldofresearchcode2004
dc.titleMultilingualism and literacy: practices and effects
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyArts, Education & Law Group, School of Languages and Linguistics
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.hasfulltextNo Full Text
gro.griffith.authorGuillemin, Diana M.
gro.griffith.authorEisenchlas, Susana A.
gro.griffith.authorSchalley, Andrea C.


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