Journal•ISSN: 0950-0782
Language and Education
Taylor & Francis
About: Language and Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Literacy & Teaching method. It has an ISSN identifier of 0950-0782. Over the lifetime, 1092 publications have been published receiving 28998 citations.
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TL;DR: The authors reviewed existing research on developing literacy in minority children of school age, focusing on the most comprehensive review to date of what is known about developing literacy for language-minority children.
Abstract: This volume is the most comprehensive review to date of what is known about developing literacy in language-minority children of school age. Its purpose is twofold – to review existing research on ...
560 citations
TL;DR: This paper reviewed central concepts in Sociocultural Theory (SCT) or, as the authors would prefer to label it, "cultural-historical psychology" (p. 3).
Abstract: This book reviews central concepts in Sociocultural Theory (SCT) or, as the authors would prefer to label it, ‘cultural-historical psychology’ (p. 3). It discusses a wide range of SCT-inspired rese...
418 citations
TL;DR: In this article, a design space built on academic literacies critique is proposed for student writing pedagogy as both theory and practice, and Bakhtin's work on dialogism is explored.
Abstract: A body of research has recently emerged in the UK which adopts an 'academic literacies' stance towards student writing. An 'academic literacies' stance conceptualises student writing as a socially situated discourse practice which is ideologically inscribed (Jones et al., 1999; Lea & Street, 1998). Whilst powerful as an oppositional frame, that is as a critique of current conceptualisations and practices surrounding student writing, academic literacies has yet to be developed as a design frame (Kress, 1998, 2000) which can actively contribute to student writing pedagogy as both theory and practice. My aim in this paper is to work towards opening up a design space built on academic literacies critique. To do so, I draw on Bakhtin's work on dialogism (Bakhtin, 1981, 1984) and my research with a group of 'non-traditional' student-writers and their specific experiences of academic writing within a number of academic disciplines (Lillis, 2001). I map out the different levels of dialogism in Bakhtin's work and ...
386 citations
TL;DR: The authors describe and discuss the language practices of mathematics, science and English language teachers and learners in a sample of urban and rural, primary and secondary schools in South Africa, focusing particularly on the reception and production of language through code-switching, exploratory talk and discourse-specific talk.
Abstract: In this paper we describe and discuss the language practices of mathematics, science and English language teachers and learners in a sample of urban and rural, primary and secondary schools in South Africa. We focus particularly on the reception and production of language through code-switching, exploratory talk and discourse-specific talk. We situate the article in the policy and practice environment of post-apartheid South African education in which additive bi/multilingualism is officially advocated. We use the metaphor of a journey to describe how teachers and learners move from informal, exploratory talk in learners' main languages to discourse-specific talk and writing in English. A key finding from our study is that few teachers and learners completed this complex journey and that the constraints differed across classroom context, level and subject being taught.
320 citations
TL;DR: This paper revisited the continua model from the perspective of several international cases of educational policy and practice in linguistically diverse settings - Brazil, Peru, Ecuador and Bolivia, and from a critical perspective which seeks to make explicit the power relationships which define bi(multi)literacies in these contexts.
Abstract: The continua model of biliteracy offers a framework in which to situate research, teaching, and language planning in linguistically diverse settings. Arguing from this model, and citing examples of Cambodian and Puerto Rican students in Philadelphia's public schools as illustrative of the challenge facing American educators, Hornberger has suggested that the more their learning contexts allow learners to draw on all points of the continua, the greater are the chances for their full biliterate development. The present paper revisits the continua model from the perspective of several international cases of educational policy and practice in linguistically diverse settings - Brazil, Peru, Ecuador and Bolivia, and from a critical perspective which seeks to make explicit the power relationships which define bi(multi)literacies in these contexts. Building from these perspectives and from continuing research in Philadelphia's Cambodian and Puerto Rican communities, we propose an expanded continua model which tak...
286 citations