Multilingual Practices, Critical Literacies, and Visual Culture: A Focus on African Contexts

Autor/inn/en	Hoffman, James V.; Rogers, Theresa; Sailors, Misty; Tierney, Robert
Titel	Multilingual Practices, Critical Literacies, and Visual Culture: A Focus on African Contexts
Quelle	In: Reading Research Quarterly, 46 (2011) 4, S.394-403 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
Schlagwörter	Rezension; Multilingualism; Foreign Countries; Books; African Languages; Literacy; English (Second Language); Second Language Learning; Power Structure; Visual Literacy; Cultural Context; African Culture; History; Interpersonal Relationship; South Africa + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Ausland; Book; Buch; Monographie; Monografie; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Culture; Kultur; Geschichte; Geschichtsdarstellung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this essay, we review and comment on three books that focus on language, literacy, and visual and cultural communication: "English as a Local Language: Post-Colonial Identities and Multilingual Practices" by Christina Higgins; "Literacy and Power" by Hilary Janks; and "South African Visual Culture," edited by Jeanne van Eeden and Amanda du Preez. Each of these books takes a critical stance toward language, literacy, and culture and each is focused on particular contexts in Africa. Taken as a whole, these books reveal the complexity of social practices that surround literacy in particular contexts through the careful examination of historical contexts, power relationships, and social interactions. While focused on African contexts, the arguments related to language diversity, multimodal literacy practices, and cultural representations of meaning in these books have global relevance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10