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Joan F. Chevalier

Language contact between Russian and non-Russian-speaking populations in the Russian Federation has typically produced subtractive bilingualism with successive generations of ethnolingual minorities shifting to Russian. Tuvan, an Altai-Sayan Turkic language spoken in the Republic of Tyva in southern Siberia, displayed a high level of intergenerational transmission during the Soviet period. This interdisciplinary study examines the evolution of the Tuvan literary language and the key institutions supporting Tuvan language literacy. The article places the development of Tuvan language literacy in a historical perspective, viewing it as part of the overall evolution of Tuvan-Russian language contact. The article also reviews local policies enacted to revitalize Tuvan literacy since the end of the Soviet period.

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A Literacy Landscape Unresolved

Beyond the Boy Crisis and into Superhero Fiction

Michael Kehler and Jacob Cassidy

Concern for the war against boys, underachieving boys, and boys as the newly disadvantaged has maintained considerable rhetorical traction in education, particularly in ongoing literacy reform efforts. Gaps between boys’ and girls’ literacy

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Relocalising academic literacy

Diversity, writing and collective learning in an international Master’s programme

Nana Clemensen and Lars Holm

between local and global scales ( Brandt and Clinton 2002 ). One aspect of these new educational contact zones that has tangible significance, but has received relatively little scholarly attention, is the diversity of literacy experiences and norms that

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My Words, My Literacy

Tracking of and Teaching through the On-Field Language Practices of Australian Indigenous Boys

David Caldwell, Nayia Cominos and Katie Gloede

Achieving parity in literacy for Indigenous Australians is an ongoing, complex issue, illustrated by the many initiatives, policies, and action plans intended to “close the gap” between the literacy levels of Aboriginal students and non

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Stiles X. Simmons and Karen M. Feathers

Since the enactment of the No Child Left Behind Act (2002), the K-12 educational community in the United States has experienced a shift toward school reforms that seek to implement standardized or one-size-fits-all literacy instruction. These

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“Like Alice, I was Brave”

The Girl in the Text in Olemaun’s Residential School Narratives

Roxanne Harde

spirit was good” (11). Just as her sister told her that the school would take everything, Olemaun’s father explains that the school will wear her down the way the ocean wears a rock down into a small, smooth pebble. Her desire for literacy remains strong

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Paula Booke and Todd J. Wiebe

of navigating and understanding the new digital environment, information literacy (IL) must become a central component of teaching students to be informed consumers in elections. IL is assumed to improve the effectiveness of student searches, improve

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"A Mountain of Words"

Children's Literacy in Rural France, 1800–1950

Elizabeth C. Macknight

This article presents an interdisciplinary approach to archival research on records produced by children that survive in family archives. It corresponds with the aims of education specialists who investigate patterns in language learning to understand how young minds absorb influences concurrently from familial, religious, and social circles across disparate cultural settings. Drawing upon the concept of syncretic literacy, the article interprets French archival evidence of children’s development of linguistic competency and sensitivity to language use in context. It argues for the need to advocate both the conservation of children’s archives and the design of educational programs that enable children to discover the role of archivists and the purposes of recordkeeping in society.

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Paul Sutton

The communicative relationship between learners and teachers in higher education, particularly as manifested in assessment and feedback, is often problematic. I begin from an Academic Literacies approach that positions academic literacy as requiring learners to acquire a complex set of literacy skills and abilities within specific discursive and institutional contexts. Whilst acknowledging the institutional dimension of academic literacy, I argue that the Academic Literacies approach tends to underestimate its significance. This shortcoming can be addressed by considering student speaking and writing as powerfully constrained by what Bourdieu refers to as the authority of pedagogic institutions, which function in what Sennett calls the culture of the new capitalism. Synthesising Bourdieu and Sennett, I argue, opens up possibilities for creating a pedagogy for itself: a pedagogy conscious of its reproductive function but able to provide both learners and teachers with what Canaan terms critical hope. Through this theoretical synthesis I seek to re-craft the Academic Literacies approach to pedagogic communication so that our understanding of the problems experienced by learners in acquiring academic literacy can be enhanced.

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Elizabeth Rivlin

Recent scholarship has defined literacy in early modern England as a culturally and historically constituted term rather than simply as a technical, objectively quantifiable skill.1 In becoming more sensitive to the diverse range of meanings and functions that attached themselves to literacy in the early modern period, scholars have begun to investigate the ways in which different segments of society engaged with language and textuality.2 In response to a growing awareness that identity did not fit into strict categories of the ‘literate’ and the ‘illiterate’, the more flexible and expansive concept of ‘multiple literacies’ has gained critical currency.