The Complex Relationship between Home and School Literacy: A Blurred Boundary between Formal and Informal English Literacy Practices of Greek Teenagers

Autor/in	Rothoni, Anastasia
Titel	The Complex Relationship between Home and School Literacy: A Blurred Boundary between Formal and Informal English Literacy Practices of Greek Teenagers
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 52 (2018) 2, S.331-359 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.402
Schlagwörter	Family School Relationship; Literacy; English (Second Language); Second Language Learning; Second Language Instruction; Ethnography; Case Studies; Interviews; Diaries; Photography; Informal Education; Foreign Countries; Discourse Analysis; Observation; Greece (Athens) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ethnografie; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Diary; Tagebuch; Fotografie; Informelle Bildung; Nichtformale Bildung; Ausland; Diskursanalyse; Beobachtung
Abstract	This article reports on findings of an ethnographically oriented multiple case study research study on teenagers' everyday literacy practices in English as a foreign language in contemporary Greece. Drawing on new literacy studies, discourse analysis, and ethnography, the study extended over a period of 18 months and employed multiple data collection tools (interviews, field notes, literacy diaries, in-home observations, documents, photographs) to provide an emic account of the literacy practices in English of 15 teenagers from varied backgrounds living in Athens, Greece. Contrary to conventional understandings of home and school as mutually exclusive domains and of teenagers' literacy practices across these spaces as disconnected and mismatched, the findings presented in this article suggest that young people's English literacy practices are constituted by flows between formal and informal sites and thus cannot be easily disentangled into separable school and home practices. Overall, the article foregrounds a more subtle understanding of the relationship between school and out-of-school literacy and illustrates the need to move beyond traditional understandings of English language literacy as a static set of cognitive skills exclusively encountered and acquired in bounded contexts--predominantly educational ones. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01