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Literacy in School and Society

Multidisciplinary Perspectives

  • Book
  • © 1989

Overview

Editors:
  1. Elisabetta Zuanelli Sonino

    1. Seminar of Linguistics and Language Teaching, University of Venice, Venice, Italy

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Part of the book series: Topics in Language and Linguistics (TLLI)

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Table of contents (20 chapters)

  1. Front Matter

    Pages i-xix
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  2. Sociolinguistic Analyses and Perspectives

    1. Front Matter

      Pages 1-1
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    2. On the Notion and Implications of the Concept of Mother Tongue in Literacy Education in a Multilingual Context

      • Mubanga E. Kashoki
      Pages 3-14

    3. Issues and Trends in Early Bilingual Literacy in Brazil

      • Francisco Gomes De Matos
      Pages 15-24

    4. Non-English-Language Ethnic Community Schools in the USA

      • Joshua A. Fishman
      Pages 25-33

    5. The Development of Bilingual Literacy Skills

      • Wallace E. Lambert
      Pages 35-39

    6. Ancestral Language Training and the Development of Bilingual Literacy

      • Marcel Danesi
      Pages 41-53

    7. The Use of Creole as a School Medium and Decreolization in Haiti

      • Albert Valdman
      Pages 55-75

    8. Catalan and Castilian in School

      • Miguel Siguan
      Pages 77-90

    9. Implications of Defining Literacy as a Major Goal of Teaching the Mother Tongue in a Multicultural Society

      • Sjaak Kroon, Jan Sturm
      Pages 91-113

    10. Literacy Problems in Hungary

      • György Szépe, Márta Dovala
      Pages 115-126

    11. Multilingual Education in Britain

      • Safder Alladina
      Pages 127-132

  3. Psycholinguistic, Linguistic, and Educational Issues and Problems

    1. Front Matter

      Pages 133-133
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    2. Psychoeducational Language Awareness Assessment and Early Reading

      • Marc Spoelders, Lut van Damme
      Pages 135-145

    3. The Development of Metalinguistic Awareness and the Acquisition of Formal Speech in Mother-Tongue Education

      • Gilles Gagné, Luc Ostiguy
      Pages 147-157

    4. Evaluation of Text Reading Comprehension

      • Michel Pagé
      Pages 159-173

    5. Problems of Written Comprehension and Production in Children

      • Elisabetta Zuanelli Sonino
      Pages 175-198

    6. Standard Language Acquisition by the Swiss—German Dialect-Speaking Child

      • Otto Stern
      Pages 199-220

    7. Oral Reading Practice

      • Willie van Peer
      Pages 221-233

    8. The Initial Reading Scheme

      • Stephen Parker
      Pages 235-244
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Keywords

About this book

The "function" and "notion" of literacy may be considered the keystone, a "filigree" principle underlying the educational, social, and cultural organiza­ tion of the societies of the twentieth century. It is therefore interesting to try to pinpoint the notion and its implications at the tum of the century by focusing the attention of scholars from various disciplines-sociolinguistics, psychology, psycholinguistics, and pedagogy-on the subject. This is the purpose of this volume, which originated from an inter­ disciplinary meeting on trends in and problems of research on early literacy through mother tongues and/or second languages, held in Venice under the auspices of the University of Venice, and in particular of the Seminario di Linguistica e di Didattica della Lingue and the Centro Linguistico Interfacolta, and the Municipality of Venice, together with UNESCO and AILA. A first far-reaching question touches on the role assigned to or fulfilled by mass "literacy" in modem society. The concept of literacy considered as a social achievement, an essential component in the process of education to be institutionally prompted and controlled, fluctuates between two opposite poles. A polemic-destructive view considers the notion and the educational "prac­ tices" connected with it as a potent instrument of social control, a tool for social reproduction and consensus. On the other side, a plurifunctional con­ structive view considers the acquisition and maintenance of different languages via educational institutions as a concrete possibility for the defense and main­ tenance of cultural pluralism and identity, be it social, ethnic, or religious.

Editors and Affiliations

  • Seminar of Linguistics and Language Teaching, University of Venice, Venice, Italy

    Elisabetta Zuanelli Sonino

Bibliographic Information

  • Book Title: Literacy in School and Society

  • Book Subtitle: Multidisciplinary Perspectives

  • Editors: Elisabetta Zuanelli Sonino

  • Series Title: Topics in Language and Linguistics

  • DOI: https://doi.org/10.1007/978-1-4899-0909-1

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media New York 1989

  • Hardcover ISBN: 978-0-306-43166-1Published: 30 September 1989

  • Softcover ISBN: 978-1-4899-0911-4Published: 30 May 2013

  • eBook ISBN: 978-1-4899-0909-1Published: 29 June 2013

  • Edition Number: 1

  • Number of Pages: XX, 292

  • Topics: Linguistics, general, Language and Literature, Education, general

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