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Unpacking mundane practices children’s experiences of learning literacy at a Chinese complementary school in Scotland

Unpacking mundane practices children’s experiences of learning literacy at a Chinese complementary school in Scotland

 Hancock, Andy.
 2012
 p. 1-17 English
Ngôn ngữCommunity languages.Culture of learning.Pedagogy.Complementary schools.Chinese literacy.
Tác giả CN Hancock, Andy.
Nhan đề Unpacking mundane practices: children’s experiences of learning literacy at a Chinese complementary school in Scotland / Andy Hancock
Thông tin xuất bản 2012
Mô tả vật lý p. 1-17
Tóm tắt This article builds on the growing research interest in complementary schooling in England and internationally but a field of study less well trodden in Scotland. It takes a socio-cultural view of literacy learning and demonstrates how in a Chinese comple¬mentary school in central Scotland, spaces are created for children of primary-school age to participate in multifarious literacy practices. Drawing on observations of three classrooms, supported by interviews with teachers and conversations with children, it is argued that there is a need to re-examine the assumption of mundane pedagogical prac¬tices frequently associated with learning Chinese literacy. It illustrates how activities around reading and writing are often not only a product of the teachers’ own experiences of education but are also influenced by the children, who draw on a range of bilingual and biliterate resources at their disposal. Furthermore, the study highlights the need for further research in the Scottish context to investigate how children’s engagement with diverse literacies helps shape their emerging and dynamic learner identities
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Community languages.
Từ khóa tự do Culture of learning.
Từ khóa tự do Pedagogy.
Từ khóa tự do Complementary schools.
Từ khóa tự do Chinese literacy.
Nguồn trích Language and education- 2012, Vol26, N.5
MARC
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520[ ] |a This article builds on the growing research interest in complementary schooling in England and internationally but a field of study less well trodden in Scotland. It takes a socio-cultural view of literacy learning and demonstrates how in a Chinese comple¬mentary school in central Scotland, spaces are created for children of primary-school age to participate in multifarious literacy practices. Drawing on observations of three classrooms, supported by interviews with teachers and conversations with children, it is argued that there is a need to re-examine the assumption of mundane pedagogical prac¬tices frequently associated with learning Chinese literacy. It illustrates how activities around reading and writing are often not only a product of the teachers’ own experiences of education but are also influenced by the children, who draw on a range of bilingual and biliterate resources at their disposal. Furthermore, the study highlights the need for further research in the Scottish context to investigate how children’s engagement with diverse literacies helps shape their emerging and dynamic learner identities
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