From multiliteracy to multimodality
- Paperback / softback, 188 pages, 234 mm x 156 mm
- 8 Oct 2014
- Trentham Books
The authors in this collection describe inspirational initiatives in the teaching of literacy and the role of children's literature in multilingual primary classrooms. Accounts by teachers and researchers from the UK, Canada, France, New Zealand, Finland, Spain and Austria of recent innovative classroom-based research projects illustrate new conceptualizations of multilingual literacies and their pedagogical impact in the various teaching contexts.
The book explores new forms of pedagogy and presents inspiring examples, such as the 'Little Books', that teachers can adapt to the circumstances and interests of all the children in their classrooms. Every teacher educator, and any school with children who speak languages other than the official one, needs this book.
Dr Christine Hélot is Professor of English in the Teacher Education Department of the University of Strasbourg in France.
Dr Raymonde Sneddon is Research Fellow in Language and Education at the Cass School of Education and Communities, University of East London.
Dr Nicola Daly is Senior Lecturer in the Faculty of Education, University of Waikato, New Zealand.
Maria González Davies
Maria González Davies is Associate Professor at the Modern Languages Department of the Faculty of Education (FPCEE), University of Roman Llull in Barcelona, Spain.
Dr Heather Lotherington is Professor of Multilingual Education at York University in Toronto.
Roy Lyster is Professor of Second Language Education in the Department of Integrated Studies Education at McGill University in Canada.
Judith Oller is an Associate Teacher at the University of Girona and also a Consultant in Education and Psychology at the Open University of Catalonia (UOC).
Stefan Pernes is a recent graduate of the Applied Linguistics Master's programme at the University of Vienna.
Sari Pietikäinen is a Professor of Discourse Studies at the Department of Languages, University of Jyväskylä, Finland.
Anne Pitkänen-Huhta is Senior Lecturer of English at the Department of Languages, University of Jyväskylä, Finland, and is the Head of the Department of Languages.
Christian Schreger is a teacher at the Ortnergasse Primary School in Vienna.
Caterina Sugranyes Ernest
Caterina Sugranyes Ernest is Lecturer in English and Didactics at the Faculty of Education of the University Ramon Llull in Barcelona, Spain.
CONTENTS: Foreword; Introduction; 1. The changing role of translators in a bilingual context: Catalan (in)visibility and the translation of children's literature; 2. Windows between worlds: Loanwords in New Zealand children's picture books as an interface between two cultures; 3. Translating heritage languages: Promoting intercultural and plurilingual competences through children's literature; 4. Children's literature as a catalyst for dual language awareness; 5. DIY plurilingual literature: A multimodal approach to linguistic inclusion in the urban elementary classroom; 6. Interweaving cultures through bilingual fairytales: A communitarian programme linking family and school literacy practices; 7. Reading and making books in two languages; 8. From a school task to a community effort: Children as authors of multilingual picture books in an endangered language context; 9. The big world of Little Books
'This original collection of international studies brings together a range of theoretical perspectives to show how children's literature can be effectively used in the multilingual classroom. The book will inspire researchers, teachers and educators around the world who are seeking ways to draw upon and foster children's linguistic and cultural resources.'
'This is an inspirational book revealing the cognitive, social and emotional strengths of migrant children when teachers promote the home languages and stories of their families. It illustrates innovative and excellent pedagogical practice by teachers across the world and thus provides an essential resource for classrooms and teacher education courses.'
'...this book compels us to move forward by thinking deeply about concrete ways of fostering relationships among learners, their languages and the languages of their communities. We highly recommend this book to all readers who are seeking new possibilities for literacy work in multilingual settings.'