Metaliteracy and Writing among 4th Grade Multilingual Students in South Africa

Autor/inn/en	Coady, M. R.; Makalela, L.; Lopez, M. P. S.
Titel	Metaliteracy and Writing among 4th Grade Multilingual Students in South Africa
Quelle	In: International Journal of Multilingualism, 19 (2022) 3, S.435-455 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2019.1631829
Schlagwörter	Multilingualism; Foreign Countries; Literacy; Elementary School Students; Language Usage; Cultural Influences; Writing (Composition); Grade 4; English (Second Language); African Languages; Native Language; Self Concept; Transfer of Training; Writing Skills; South Africa + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Sprachgebrauch; Cultural influence; Kultureinfluss; Schreibübung; School year 04; 4. Schuljahr; Schuljahr 04; English as second language; English; Second Language; Englisch als Zweitsprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Selbstkonzept; Training; Transfer; Ausbildung; Writing skill; Schreibfertigkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Literacy in the twenty-first century global environment is increasingly essential to participation in society. Literacy skills include not only the ability to read, write, and interact with text, but also the capacity to use semiotic (sign) systems, numeracy, multiple modalities, and to link oracy to text using computerised devices. Despite this array of literacies, writing remains one of the least understood -- yet increasingly important -- skills through which evidence of learning is assessed in schools, on the one hand, and through which epistemic opportunities and identity positions of students are formed and expressed, on the other hand. This study examined the biliteracy development in writing across ten emergent multilingual students in a primary school in South Africa. We use a lens of "multiliteracy knowledge," which frames how multilinguals engage in writing. Findings demonstrate how language and culture intersect in students' writing to reveal their knowledges and identities, two aspects of writing that are both overlooked and undervalued among multilingual students. We offer implications for teachers and teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01