Startseite Linguistik & Semiotik Chapter 8. Literacy development in linguistically diverse pupils
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Chapter 8. Literacy development in linguistically diverse pupils

  • Victoria A. Murphy
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Bilingual Cognition and Language
Ein Kapitel aus dem Buch Bilingual Cognition and Language

Abstract

In this chapter the literacy skills (reading accuracy and comprehension and writing) of minority language learners is in focus. The chapter provides a selective review of some of the theoretical and empirical research which has investigated how minority language learners develop reading and writing skills in their majority language. The chapter begins with a discussion of who minority language learners are and why we should be concerned about their literacy development. A section on the development of reading ensues which presents the Simple View of Reading as a theoretical basis and identifies that minority language learners tend not to have difficulties with decoding aspects of reading, but do tend to have problems with reading comprehension skills, argued to stem from less well-developed vocabulary knowledge. Research examining the development of writing in minority language learners is discussed, again presenting a theoretical framework (Simple View of Writing) and illustrating that as with reading, minority language learners tend not to have difficulties with lower-level features of writing (such as transcription and spelling) but do have difficulties with higher-order features (such as organisation of ideas). Educational implications of this work are examined highlighting the need for theoretically motivated educational interventions across a wider range of contexts than is currently available. The effectiveness of different bilingual education programmes is briefly examined, which supports the development of the home language knowledge in minority language learners. Developing home language proficiency and literacy skills enables the opportunity for students to draw upon their L1 which in turn supports the development of their L2 literacy skills. Linguistic diversity is the global norm, and increasingly children are being educated through the medium of a majority language which is not their home language. More work across different contexts is needed in order to better understand, and support, literacy and academic achievement in linguistically diverse pupils.

Abstract

In this chapter the literacy skills (reading accuracy and comprehension and writing) of minority language learners is in focus. The chapter provides a selective review of some of the theoretical and empirical research which has investigated how minority language learners develop reading and writing skills in their majority language. The chapter begins with a discussion of who minority language learners are and why we should be concerned about their literacy development. A section on the development of reading ensues which presents the Simple View of Reading as a theoretical basis and identifies that minority language learners tend not to have difficulties with decoding aspects of reading, but do tend to have problems with reading comprehension skills, argued to stem from less well-developed vocabulary knowledge. Research examining the development of writing in minority language learners is discussed, again presenting a theoretical framework (Simple View of Writing) and illustrating that as with reading, minority language learners tend not to have difficulties with lower-level features of writing (such as transcription and spelling) but do have difficulties with higher-order features (such as organisation of ideas). Educational implications of this work are examined highlighting the need for theoretically motivated educational interventions across a wider range of contexts than is currently available. The effectiveness of different bilingual education programmes is briefly examined, which supports the development of the home language knowledge in minority language learners. Developing home language proficiency and literacy skills enables the opportunity for students to draw upon their L1 which in turn supports the development of their L2 literacy skills. Linguistic diversity is the global norm, and increasingly children are being educated through the medium of a majority language which is not their home language. More work across different contexts is needed in order to better understand, and support, literacy and academic achievement in linguistically diverse pupils.

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Studies in bilingualism 1
  4. Part I. Theoretical accounts
  5. Chapter 2. Bilingual child acquisition through the lens of sociolinguistic approaches 15
  6. Chapter 3. Usage-based approaches to second language acquisition 37
  7. Chapter 4. Formal linguistics and second language acquisition 57
  8. Part II. Child bilingualism
  9. Chapter 5. Simultaneous child bilingualism 81
  10. Chapter 6. Child L2 acquisition 103
  11. Chapter 7. The role of language input environments for language outcomes and language acquisition in young bilingual children 127
  12. Chapter 8. Literacy development in linguistically diverse pupils 155
  13. Chapter 9. CHILDES for bilingualism 183
  14. Part III. Adult bilingualism
  15. Chapter 10. Syntactic representations in late learners of a second language 205
  16. Chapter 11. First language attrition and bilingualism 225
  17. Chapter 12. Different situations, similar outcomes 251
  18. Part IV. Bilingual cognition, neuroscience and impairment
  19. Chapter 13. Bilingualism and executive function 283
  20. Chapter 14. Words on the brain 307
  21. Chapter 15. Neurobiology of bilingualism 325
  22. Chapter 16. Bilingualism and children with developmental language and communication disorders 347
  23. Chapter 17. Understanding the nature of bilingual aphasia 371
  24. Index 401
https://doi.org/10.1075/sibil.54.08mur

Kapitel in diesem Buch

  1. Prelim pages i
  2. Table of contents v
  3. Chapter 1. Studies in bilingualism 1
  4. Part I. Theoretical accounts
  5. Chapter 2. Bilingual child acquisition through the lens of sociolinguistic approaches 15
  6. Chapter 3. Usage-based approaches to second language acquisition 37
  7. Chapter 4. Formal linguistics and second language acquisition 57
  8. Part II. Child bilingualism
  9. Chapter 5. Simultaneous child bilingualism 81
  10. Chapter 6. Child L2 acquisition 103
  11. Chapter 7. The role of language input environments for language outcomes and language acquisition in young bilingual children 127
  12. Chapter 8. Literacy development in linguistically diverse pupils 155
  13. Chapter 9. CHILDES for bilingualism 183
  14. Part III. Adult bilingualism
  15. Chapter 10. Syntactic representations in late learners of a second language 205
  16. Chapter 11. First language attrition and bilingualism 225
  17. Chapter 12. Different situations, similar outcomes 251
  18. Part IV. Bilingual cognition, neuroscience and impairment
  19. Chapter 13. Bilingualism and executive function 283
  20. Chapter 14. Words on the brain 307
  21. Chapter 15. Neurobiology of bilingualism 325
  22. Chapter 16. Bilingualism and children with developmental language and communication disorders 347
  23. Chapter 17. Understanding the nature of bilingual aphasia 371
  24. Index 401
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Heruntergeladen am 27.10.2025 von https://www.degruyterbrill.com/document/doi/10.1075/sibil.54.08mur/html
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