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Facilitating literacy acquisition in multilingual contexts

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Abstract:

Most existing reading research has been conducted with monolingual learners of alphabetic languages in print sufficient environments. Most learners in developing nations acquire literacy in multilingual contexts with limited print input. Very little empirical evidence exists on the learning process underlying literacy acquisition in these contexts, leading to a lack of relevant empirical guidance for programmatic and policy decisions. This presentation will focus on three main questions: 1) What skills are required to successfully acquire literacy across different languages and scripts; 2) How should initial instructional language(s) be chosen in different kinds of multilingual contexts; and 3) What are the impacts of first language(s) on later acquired language(s); specifically, when and how to transition to, or add, a new language by harnessing – not overcoming – previous language experiences. The presentation will draw on established and ongoing research to highlight what is empirically known to answer these questions, important gaps that remain, and possible ways to move this research area forward. In order to significantly increase the effectiveness of curricular design, pedagogical approaches, and language-in-education policy decisions in low-income countries, and in turn improve the quality of learning, there is an urgent need for more learning science research focused on multilingual contexts.

Author's Keywords:

literacy, multilingualism
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Association:
Name: Comparative and International Education Society Annual Conference
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p710061_index.html
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MLA Citation:

Nakamura, Pooja. "Facilitating literacy acquisition in multilingual contexts" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada, <Not Available>. 2014-12-10 <http://citation.allacademic.com/meta/p710061_index.html>

APA Citation:

Nakamura, P. R. "Facilitating literacy acquisition in multilingual contexts" Paper presented at the annual meeting of the Comparative and International Education Society Annual Conference, Sheraton Centre Toronto, Toronto, Ontario, Canada <Not Available>. 2014-12-10 from http://citation.allacademic.com/meta/p710061_index.html

Publication Type: Panel Paper
Abstract: Most existing reading research has been conducted with monolingual learners of alphabetic languages in print sufficient environments. Most learners in developing nations acquire literacy in multilingual contexts with limited print input. Very little empirical evidence exists on the learning process underlying literacy acquisition in these contexts, leading to a lack of relevant empirical guidance for programmatic and policy decisions. This presentation will focus on three main questions: 1) What skills are required to successfully acquire literacy across different languages and scripts; 2) How should initial instructional language(s) be chosen in different kinds of multilingual contexts; and 3) What are the impacts of first language(s) on later acquired language(s); specifically, when and how to transition to, or add, a new language by harnessing – not overcoming – previous language experiences. The presentation will draw on established and ongoing research to highlight what is empirically known to answer these questions, important gaps that remain, and possible ways to move this research area forward. In order to significantly increase the effectiveness of curricular design, pedagogical approaches, and language-in-education policy decisions in low-income countries, and in turn improve the quality of learning, there is an urgent need for more learning science research focused on multilingual contexts.


Similar Titles:
How Does Literacy Development in Multilingual Contexts Differ From Monolingual Contexts?

Context, Capital and Lao Students’ Multilingual Literacy Practices

Literacy, Text-making and Technology in Multilingual Contexts


 
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