Building on Heteroglossia and Heterogeneity: The Experience of a Multilingual Classroom

Busch, Brigitta

doi:10.1007/978-94-007-7856-6_2

Cited by 54 publications

(40 citation statements)

References 16 publications

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“…The research is designed around the above-mentioned set of questions and with former projects where "little books" have been used in literacy development in mind (Schreger 2010;Busch 2010;Busch 2011;Pitkänen-Huhta and Pietikäinen 2014). The regular literacy development programmes of the two schools selected to inform the current project were supplemented with a specially-developed Narrative Enrichment Programme with the "little books" writing project and a set of related narrative exercises at its core.…”

Section: Methodsmentioning

confidence: 99%

A Narrative Enrichment Programme in Literacy Development of Afrikaans Grade 3 Learners in Monolingual Rural Schools

Brand

2016

SPILPLUS

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This study is motivated by existing information on the discontinuity between home literacy practices and school literacy expectations of learners who typically speak a local variety of their mother tongue which differs in various ways from the standardised language of learning and teaching (LoLT). In this particular case, the study refers to Afrikaans as a home language and language in education. These learners typically perform below par on standardised South African literacy tests such as the Annual National Assessment (ANA) and the Systemic Evaluation Test. They show delayed achievement of literacy milestones, higher school dropout rates and less achievement of access to higher learning opportunities (Lahire 1995;Siegel 2007). In the present study, a two-part Narrative Enrichment Programme was introduced. The first part provided learners with an enriched reading, listening and writing environment in which they could engage with novel stories and work towards producing their own little books. The second part of the programme consisted of supporting exercises that addressed narrative structure issues that arose in the course of the first part. Specifically, exercises of picture sequencing, picture-sentence matching and an exercise called "Beginning, Middle and End" were used to assess how learners recount the various narrative components and the chronology.

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Section: Methodsmentioning

confidence: 99%

A Narrative Enrichment Programme in Literacy Development of Afrikaans Grade 3 Learners in Monolingual Rural Schools

Brand

2016

SPILPLUS

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“…The coming together of these forces in conflict is the operation of heteroglossia: (Bakhtin, 1981: 271-272). Busch (2014) argues that when considering heteroglossia one should distinguish between multi-discursivity, multivoicedness and linguistic diversity. Multi-discursivity frames discourse as socio-ideological where discourses are shaped by time periods and social spaces.…”

Section: A Heteroglossic Pedagogy: Theoretical Underpinnings Of the Smentioning

confidence: 99%

“…Linguistic diversity does not refer to different languages. From a Bakhtinian perspective, linguistic diversity refers to the traces left behind as a result of social differentiation (Busch, 2014). Thus, the intentional use of language by speakers results in a dialogue of languages.…”

Section: A Heteroglossic Pedagogy: Theoretical Underpinnings Of the Smentioning

confidence: 99%

“…Although there is little work that focuses on heteroglossic practices in education (Busch, 2014), Blackledge and Creese (2014) advocate using a heteroglossic pedagogy in language teaching. The advantage of such an approach is that "voices which index students' localities, social histories, circumstances and identities" (Blackledge & Creese, 2014: 18) are foregrounded as centripetal and centrifugal forces come into play.…”

Section: A Heteroglossic Pedagogy: Theoretical Underpinnings Of the Smentioning

confidence: 99%

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Risky writing: Working with a heteroglossic pedagogy to deepen pre-service teachers’ learning

Mendelowitz

Dixon

2016

PiE

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“…Gogolin's analysis of school as an institution deeply rooted in a monolingual habitus, Gogolin, 1994, in Busch, 2014; cf. also the many implementation problems of the Swedish language policy, Hyltenstam & Milani, 2012).…”

Section: Introductionmentioning

confidence: 99%

Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools

Jalali-Moghadam

Hedman

2016

NJLR

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The aim of the study is to investigate how special education teachers talk about their teaching in relation to bilingual students with dyslexia within Swedish compulsory schools. Data consist of transcripts from in-depth interviews with 15 special education teachers. According to the teacher narratives, the special education services appeared to be biased against bilingual students, as the support provided to bilingual students with dyslexia was revealed to be more or less the same as that provided to monolingual Swedish-speaking students with dyslexia. This bias is discussed in relation to the notion of difference blindness as well as in relation to practical constraints. Nevertheless, the teachers strongly advocated collaborative work with mother tongue teachers in order to facilitate dyslexia identification in bilingual students and to gain a more comprehensive picture of their language and literacy competencies, which is a desire that contrasts and contests a pedagogical monolingual master model within special education services.

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Building on Heteroglossia and Heterogeneity: The Experience of a Multilingual Classroom

Cited by 54 publications

References 16 publications

A Narrative Enrichment Programme in Literacy Development of Afrikaans Grade 3 Learners in Monolingual Rural Schools

A Narrative Enrichment Programme in Literacy Development of Afrikaans Grade 3 Learners in Monolingual Rural Schools

Risky writing: Working with a heteroglossic pedagogy to deepen pre-service teachers’ learning

Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools

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