Linguistically Based Inequality, Multilingual Education and a Genre-Based Literacy Development Pedagogy: Insights from the Australian Experience

Autor/inn/en	White, Peter R. R.; Mammone, Giuseppe; Caldwell, David
Titel	Linguistically Based Inequality, Multilingual Education and a Genre-Based Literacy Development Pedagogy: Insights from the Australian Experience
Quelle	In: Language and Education, 29 (2015) 3, S.256-271 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2014.994527
Schlagwörter	Foreign Countries; Language Styles; Second Language Learning; Multilingualism; Academic Achievement; Social Mobility; English (Second Language); Native Language; Literacy Education; Outcomes of Education; Teaching Methods; Disadvantaged Youth; Applied Linguistics; Educational Research; Language of Instruction; Australia; South Africa + Suchen Sie Ihr Suchwort? Ausland; Sprachstil; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Schulleistung; Soziale Mobilität; English as second language; English; Second Language; Englisch als Zweitsprache; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Benachteiligter Jugendlicher; Linguistics; Linguistik; Angewandte Linguistik; Bildungsforschung; Pädagogische Forschung; Teaching language; Unterrichtssprache; Australien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This chapter addresses the issue of pedagogy and bilingual/multilingual education: how best to match teaching-and-learning approaches to the literacy development needs of students in multilingual educational settings. More specifically, it makes the case for what is known as the "Sydney school" genre-based literacy development approach. It argues that, in providing explicit knowledge about the social functions, structures and stylistic properties of the modes of communication associated with academic success and social mobility, it has the potential to address the linguistically based social and economic inequality often experienced by students whose home language is other than the politically dominant, "majority" language of the school. A brief account is provided of this "genre-based" approach, followed by an account of its implementation in South Australia over the last decade or so in schools with large numbers of students who speak at home a language other than Australia's majority language, English. Finally, outcomes for students involved in such genre-based literacy development are explored, with findings of a study reported which point to these students making significant advances in their literacy development. This study is of potential interest to South African educators, illustrating the long-term gains that genre-based pedagogies can afford socio-economically and linguistically disadvantaged learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01