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| Autor/inn/en | Teravainen-Goff, Anne; Clark, Christina; Little, Sabine |
|---|---|
| Institution | National Literacy Trust (United Kingdom) |
| Titel | Multilingual Young People's Reading in 2021. National Literacy Trust Research Report |
| Quelle | (2021), (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Multilingualism; English (Second Language); Second Language Learning; Bullying; Native Language; Self Concept; Reading Attitudes; National Surveys; Reading Habits; Elementary Secondary Education; Language Attitudes; Diversity; Student Attitudes; Foreign Countries; United Kingdom (England) |
| Abstract | The number of children and young people in England who speak languages other than English at home has grown in the past decade, increasing from 14.6% in 2011 to 19.3% in 2021. This has understandably sparked an interest in research around reading for multilingual pupils or those with English as an additional language (EAL). Given the apparent lack of insight into the reading engagement of children and young people who speak a language other than English at home, the authors included a few questions in the Annual Literacy Survey, which was conducted in early 2021. This report celebrates multilingual young people's diverse linguistic backgrounds and skills by focusing on their reading enjoyment, behaviours and linguistic identity. This report focuses particularly on 10,000 multilingual young people aged 11 to 16 and explore how much they enjoy reading, how often they read at home and how they feel about reading multilingually. The report also discusses their multilingual language identity and recognition of multilingualism, as well their experiences of bullying due to their linguistic background. (ERIC). |
| Anmerkungen | National Literacy Trust. Swire House, 59 Buckingham Gate, London, SW1E 6AJ, UK. Tel: +44-2078-282435; Fax: +44-2079-319986; e-mail: contact@literacytrust.org.uk; Web site: http://www.literacytrust.org.uk |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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