11. Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations

Schwinge, Diana

doi:10.21832/9781853596568-015

Cited by 3 publications

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“…She cites Ricento and Hornberger (1996: 408) on the permeability of policy across its multiple layers from macro to micro and the greater likelihood of change coming from the bottom-up than from the top-down. Schwinge provides an example of just this: using the continua model to analyse curricular modi cations made by two elementary school teachers working with Latino biliterate learners, she shows that while there is a growing trend in American education for schools to adopt standardised curricula like the Success for All reading programme, some bilingual education teachers act as bottom-up language and literacy planners by adapting and elaborating on the suggested activities and the content of the mandated programmes to better enable their students to become bilingual, biliterate, and bicultural (Schwinge, 2003). As English-only policies and monolingual language ideologies continue to exert their sway both nationally and internationally, we need bilingual educators to be conscious advocates for the language rights and resources of language minority students and speakers of endangered, indigenous, immigrant, and ethnic languages, wherever they may be.…”

Section: Concluding Commentsmentioning

confidence: 99%

The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice

Hornberger

2004

International Journal of Bilingual Education and Bilingualism

113

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The continua model of biliteracy offers a framework in which to situate research, teaching, and language planning in linguistically diverse settings; bilingual teacher education represents a conjunction of all three of these and hence, a good candidate for applying the continua model. This paper uses selected experiences in language teacher education as practised at the University of Pennsylvania Graduate School of Education to illustrate the potential of the continua model as heuristic in continually (re)writing the bilingual or language educator's knowledge base in response to the demands of educational policy and practice. A series of vignettes serves as a means for exploring dilemmas confronting bilingual (and language) educators and ways in which the continua model might shape a response: the global/local dilemma -global social, cultural, and political trends as contexts for biliteracy; the standard/nonstandard dilemma -media of biliteracy as reflected in evolving views of language and literacy in the world; the language/content dilemma -enquirybased teacher education as an approach to the development of biliteracy; and the language/culture/identity dilemmateachers' and learners' identities and cultures as they relate to biliteracy content. The paper concludes with a few comments on bilingual educators as researchers, teachers, and language planners and on the need, now more than ever, for bilingual educators to be advocates. Nancy H. Hornberger Graduate School of Education, University of PennsylvaniaThe continua model of biliteracy offers a framework in which to situate research, teaching, and language planning in linguistically diverse settings; bilingual teacher education represents a conjunction of all three of these and hence, a good candidate for applying the continua model. This paper uses selected experiences in language teacher education as practised at the University of Pennsylvania Graduate School of Education to illustrate the potential of the continua model as heuristic in continually (re)writing the bilingual or language educator's knowledge base in response to the demands of educational policy and practice. A series of vignettes serves as a means for exploring dilemmas confronting bilingual (and language) educators and ways in which the continua model might shape a response: the global/local dilemmaglobal social, cultural, and political trends as contexts for biliteracy; the standard/nonstandard dilemma -media of biliteracy as re ected in evolving views of language and literacy in the world; the language/content dilemma -enquirybased teacher education as an approach to the development of biliteracy; and the language/culture/identity dilemma -teachers' and learners' identities and cultures as they relate to biliteracy content. The paper concludes with a few comments on bilingual educators as researchers, teachers, and language planners and on the need, now more than ever, for bilingual educators to be advocates.

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Section: Concluding Commentsmentioning

confidence: 99%

The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice

Hornberger

2004

International Journal of Bilingual Education and Bilingualism

113

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Continua of Biliteracy

Hornberger

Encyclopedia of Language and Education

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Researching and teaching (with) the continua of biliteracy

Hornberger

2022

Educational Linguistics

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The continua of biliteracy model offers an ecological framework to situate research, teaching, and language policy in multilingual settings. Biliteracy is understood as “any and all instances in which communication occurs in two (or more) languages in or around writing” and the continua as complex, fluid, and interrelated dimensions of communicative repertoires; it is in the dynamic, rapidly changing and sometimes contested spaces along and across the continua that biliteracy use and learning occur. Formulated in the 1980s in the context of a multi-year, comparative ethnography of language policy in two Philadelphia public schools and communities, the model has served in the years since as heuristic in research, teaching, and program development locally, nationally, and internationally in Indigenous, immigrant, diaspora and decolonizing language education contexts. It has evolved and adapted to accommodate both a changing world and a changing scholarly terrain, foregrounding ethnographic monitoring, mapping, ideological and implementational spaces, voice, and translanguaging, antiracist and decolonial pedagogies in multilingual education policy and practice. I trace this trajectory, highlighting experiences in immigrant contexts of Philadelphia and Indigenous contexts of South Africa, Sweden, and Peru where the continua of biliteracy have informed bilingual program development and Indigenous and second language teaching.

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11. Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations

Cited by 3 publications

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The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice

The Continua of Biliteracy and the Bilingual Educator: Educational Linguistics in Practice

Continua of Biliteracy

Researching and teaching (with) the continua of biliteracy

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