'Just Write Anything': Exploring the School Literacy Practices of High School Students in the United Arab Emirates

Autor/inn/en	Aljanahi, Mona Humaid; Alsheikh, Negmeldin
Titel	'Just Write Anything': Exploring the School Literacy Practices of High School Students in the United Arab Emirates
Quelle	In: Pedagogy, Culture and Society, 28 (2020) 4, S.563-579 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2019.1676297
Schlagwörter	Foreign Countries; High School Students; Literacy; Educational Practices; Second Language Instruction; English (Second Language); Native Language Instruction; Semitic Languages; Didacticism; Multiple Literacies; Authentic Learning; United Arab Emirates + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Alphabetisierung; Schreib- und Lesefähigkeit; Bildungspraxis; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Native language education; Muttersprachlicher Unterricht; Arabisch; Hebräisch; Didaktisierung; Vereinigte Arabische Emirate
Abstract	Today, many literacy scholars have accepted that there is a continuum of legitimate literacy practices. In view of this, this study explored the effects of schools' literacy practices on eight high school students in the United Arab Emirates (UAE), juxtaposing these practices against the 'knowledge processes' framework to determine the extent to which these practices represent the whole literacy practices continuum. The findings indicated that schools predominantly rely upon didactic pedagogy in English and Arabic language classes. However, although such didacticism overshadows authentic literacy pedagogy, there were instances in which the participants 'wove' their lived experiences in with their school literacy practices. As students will find ways to break away from purely didactic pedagogy in any case, the authors implore schools to validate students' lived experiences in the context of literacy instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01