Emergent literacy instruction: continua of biliteracy; among newly immigrated adolescents
My presentation focuses on the literacy practices of a group of recently immigrated adolescents with limited formal educational background, in a Swedish language introductory class. I will present data from an ethnographic study, including field notes, audio recordings and interviews with the students. These data were analysed through two selected dimensions of Hornberger’s continua of biliteracy, namely, the content and development of biliteracy. The observations of the instruction and interactions in the classroom revealed that the literacy practices were drawing on several points on the continua. The previous experiences and linguistic resources of the students served as important foundations for the instruction, which was also enriched through use of diverse semiotic resources, common experiences, and concrete examples. While the framework that was applied includes several dimensions of literacy, indispensable for research in this complex context, the analysis also illuminates the need of additional dimensions, in order to account for the role of interpersonal relations, and emotions.
Anna Winlund, PhD student in Swedish as a second language, University lecturer, University of Gothenburg, Sweden