Issues in multi-literacy.

Autor/in	Sollars, Valerie
Institution	Europarat
Titel	Issues in multi-literacy.
Quelle	Strasbourg: Council of Europe Publishing (2002), 173 S.Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	92-871-5092-3
Schlagwörter	Methode; Pädagogische Forschung; Kind; Lernen; Fremdsprache; Fremdsprachenunterricht; Mehrsprachigkeit; Zweitsprache; Englisch; Italienisch; Lesenlernen; Schreiben; Alphabetisierung; Internationaler Vergleich; Ausländer; Flüchtling; Migrant; Finnland; Malta; Niederlande; Schweden; Slowenien; Österreich
Abstract	The four case studies presented in this book conclude the work launched in Graz in December 2000 at the workshop "Literacy as correspondence - an integrated approach to multi-literacy". One of the objectives of the workshop was the setting up of research and development network groups to explore the relationship between teaching of first, second or even third literacy and how young learners are coping with the range of experiences they are exposed to in a variety of contexts in different countries.... The first chapter reports on work, currently in progress in Slovenia. Recent research has been conducted with Slovenian children for whom Italian is the second language. The research aimed at exploring the extent to which it is easier to teach children sound pictures rather than individual letter names or letter sounds in a language. Experimental materials have been produced and piloted. As the research findings are being analysed and the materials improved upon, another research project has been initiated considering the literacy acquisition of English as the foreign language where Slovene is the first language and language of instruction. The chapter explores the extent to which literacy in English can be taught by teaching the learner the 134 sound pictures that represent the various sounds used in English. The second chapter brings together the experience of 5 participants who met at the workshop in Graz and agreed to look into the benefits of story- telling as a mode for teaching English as a foreign language to young learners. The participants report about the preparatory work they had to undertake before being able to present children with a set of five stories and accompanying follow-up activities which would not only promote the use of English but would also stimulate the children to elicit and look up information about the different cultures. The third chapter examines the acquisition of first literacy in a second language among a very specific group of people: migrants, refugees and asylum seekers in Sweden and in the Netherlands. The chapter provides information about the educational provisions available in both countries for the migrants/refugees and moves on to present case studies and follow the progress of 10 children as they struggle to move from their reception classes into mainstream education. Several factors contribute to how well or how quickly individual children can move into the mainstream. The fourth chapter is a comparative study between Maltese and Finnish 9 to 11-year-old children which examined children' s reading and writing experiences in English. English is considered a second language in Malta and a foreign language in Finland. However, from responses children provided in their questionnaires, Finnish children appear to be more confident and have a higher self-esteem about the language than the Maltese children. The reports provided by the teachers in both countries about their teaching styles do not appear to be very different. Factors which contribute to the variations in children's perceptions are discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)