Continua of Biliteracy

Hornberger, Nancy H.

doi:10.1007/978-0-387-30424-3_237

Cited by 11 publications

(11 citation statements)

References 25 publications

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“…There are some examples of pedagogies that explicitly seek to develop bilingual strategies based on ecological perspectives. Hornberger (2002Hornberger ( , 2005Hornberger ( , 2008 described her work on the continua of biliteracy as an ecological model in the sense that language and literacy features are nested and intersecting. One change along one point of a continuum will cause potential changes along other continua, resulting in a reconfiguration of the whole educational picture (Hornberger, 2002).…”

Section: Language Ecology and Pedagogymentioning

confidence: 99%

Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?

Creese

Blackledge

2010

The Modern Language Journal

1,532

632

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This article reports on research that questions commonsense understandings of a bilingual pedagogy predicated on what Cummins (2005, 2008) refers to as the “two solitudes” assumption (2008, p. 65). It sets out to describe a flexible bilingual approach to language teaching and learning in Chinese and Gujarati community language schools in the United Kingdom. We argue for a release from monolingual instructional approaches and advocate teaching bilingual children by means of bilingual instructional strategies, in which two or more languages are used alongside each other. In developing this argument, the article takes a language ecology perspective and seeks to describe the interdependence of skills and knowledge across languages.

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Section: Language Ecology and Pedagogymentioning

confidence: 99%

Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?

Creese

Blackledge

2010

The Modern Language Journal

1,532

632

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“…Applied linguistics has been responding to these challenges, and the research literature on bilingual education, immersion and content-based-instruction is well developed (e.g. Stoller 2004; Lyster 2007; Brinton, Snow & Wesche 2008; Hornberger 2008; García 2009). Given that CLIL can profit and has profited greatly from existing research on other forms of bilingual education, we wish to clarify how far CLIL actually differs from these (see also Lasagabaster & Sierra 2009; Dalton-Puffer 2011), so that important parameters are not overlooked when generalisations are made.…”

Section: What We Mean By Clilmentioning

confidence: 99%

Content and Language Integrated Learning: A research agenda

Dalton‐Puffer¹,

Smit

2013

Lang. Teach.

123

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While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. In this contribution, we sketch various tasks that require localised, often action research, covering a range of areas highly relevant to CLIL realities, but so far underrepresented in the literature. These are, firstly, policy issues, comprising policy statements as well as stakeholders’ perceptions of CLIL and its success; secondly, classroom discourse as the prime site for the investigation of CLIL practices and their implications for the learning process; and, thirdly, classroom pedagogy, with the focus on potential differences between CLIL and non-CLIL settings.

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“…Pointing out the correct label in English and Spanish-nonprimary languages for both of them-Belvie expressed symbolic competence by differentiating herself from Pierre in terms of knowledge of language and aligning herself with the Spanish and Q'anjob'al speakers seated nearby. This sequence illustrates a keen relationship between languages and speakers in this classroom, school, and community linguistic hierarchy (Creese & Martin, 2003;Hornberger, 2008).…”

Section: Equateur Wapi?mentioning

confidence: 99%

“…Learning entails the continuous adaptation of learners' linguistic resources for meaning making in relation to the affordances that emerge in the communicative situation. Hornberger (2008) has examined how languages coexist and evolve in ecological systems as they interact with sociopolitical, economic, and cultural environments along a continuum of biliteracy. Affordance implies relationships of power or symbolic capital (Bourdieu, 1991) that shift in relation to individual speaker identities and contexts.…”

Section: Language Affordance and Contextmentioning

confidence: 99%

Multilingual Interactions and Learning in High School ESL Classrooms

Dávila

2019

TESOL Quarterly

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This article explores how peer and teacher–student interactions in linguistically diverse high school English as a Second Language (ESL) classrooms produce changes in learners’ uptake of different languages and cultures. Data presented are from a 2‐year ethnography of communication focusing on adolescent multilingual English learners’ language use in three ESL classrooms in the United States. The study participants’ primary languages were French, Lingala, and Tshiluba, and the dominant language spoken by the students in class was Spanish. The data include recordings of peer group classroom interactions, individual and focus group interviews, and field notes from classroom observations. Analyzed through an ecology of language framework (van Lier, 2004) and heteroglossic perspectives on language learning and use (Bakhtin, 1981), the findings reveal a gradual ideological and pragmatic shift among the focal students from resenting the predominant use of Spanish by their teachers and peers during Year 1 of the study to using Spanish words and phrases during Year 2 for two distinct purposes: peer socialization and learning English. The article concludes by highlighting the importance of attending to students’ language experiences to harness metacognitive thinking, critical multilingual language awareness, and linguistic creativity.

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Continua of Biliteracy

Cited by 11 publications

References 25 publications

Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?

Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?

Content and Language Integrated Learning: A research agenda

Multilingual Interactions and Learning in High School ESL Classrooms

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