Cross-Linguistic Pedagogy and Biliteracy in a Bilingual University: Students' Stances, Practices, and Ideologies

Autor/inn/en	Séror, Jérémie; Gentil, Guillaume
Titel	Cross-Linguistic Pedagogy and Biliteracy in a Bilingual University: Students' Stances, Practices, and Ideologies
Quelle	In: Canadian Modern Language Review, 76 (2020) 4, S.356-374 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Teaching Methods; Bilingualism; Literacy; Language Minorities; French; Case Studies; College Students; Academic Language; Video Technology; Second Language Learning; Native Language; Student Attitudes; Multilingualism; Language Usage; English; English (Second Language); Transfer of Training; Writing (Composition); Language Attitudes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bilingualismus; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachminderheit; Französisch; Case study; Fallstudie; Case Study; Collegestudent; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Zweitsprachenerwerb; Schülerverhalten; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Training; Transfer; Ausbildung; Schreibübung; Sprachverhalten
Abstract	Drawing on the notion of biliteracy as the "the conjunction of literacy and bilingualism," this article reports on multiple ongoing case studies of multilingual university students developing academic literacies simultaneously in French and English. Interview data and textual and video records of students' writing practices were used to investigate students' stances and ideologies toward cross-linguistic practices and biliteracy development. Students' views reflect their diverse positionalities in terms of languages of inheritance, expertise, and affiliation, as well as their pre-university literacy experiences. Students' representations also echo tensions found in the literature among ideologies of language separation, concerns for safeguarding minority languages, and the learning potential of cross-linguistic synergies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01