Multiliteracies and pedagogies of new learning for students of English as an additional language
Dooley, Karen T. (2008) Multiliteracies and pedagogies of new learning for students of English as an additional language. In Healy, Annah H. (Ed.) Multiliteracies and diversity in education : new pedagogies for expanding landscapes. Oxford University Press, South Melbourne, Vic., pp. 102-125.
Linguistic diversity is at the core of multiliteracies thinking. For educators in English-medium settings, fundamental questions arise. As English is becoming a world and global language on the one hand, and is created in new and multimodal text forms on the other, a family of Englishes is emerging. At the same time, global flows of people are intensifying the linguistic diversification of student populations in many settings. In this context, teachers, researchers and theorists are engaging with key questions about implications of linguistic diversity for ‘the what’ and ‘the how’ of literacy education. This chapter builds on this new thinking, making practical suggestions for engaging productively with ethnolinguistic difference in mainstream English classrooms.
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|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author . Author contact details : firstname.lastname@example.org|
|Keywords:||multiliteracies, English as a second language, literacy education, youth literacies|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > English and Literacy Curriculum and Pedagogy (excl. LOTE ESL and TESOL) (130204)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2008 Oxford University Press|
|Deposited On:||21 Jun 2007 00:00|
|Last Modified:||06 Jun 2012 22:02|
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