Vanilla sauce and songs

Literacies in a heritage language school

Datos Bibliográficos

ID12113003
AutoresJohanna M Tigert (0000-0003-2642-7064, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, MD, USA, autor de correspondencia)
Año2019
Volumen33
Número1
Páginas100-113
Fecha de publicación2019-01-17
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaLanguage Culture and Curriculum (JOURNAL)
Identificadores de la revistaISSN: 0790-8318 • E-ISSN: 1747-7573
EditorialRoutledge (PUBLISHER • GB)
DOI10.1080/07908318.2019.1569021
OpenAlexW2910812604
IdiomaEN
Citas recibidas5
Referencias citadas38

To educate their diverse learners in a culturally and linguistically responsive way, teachers must recognise that students come to school with rich literacies learned in their homes and communities. To shed light on one particular linguistic group’s engagement with literacies in the context of community, the current study examines a Finnish heritage language school in the U.S. Through the lenses of literacy socialisation and new literacies, the study closely analyses interview data, classroom observations, and classroom talk to highlight the multiple modes, cultural underpinnings, and purposes of literacies practised by four of the school’s teachers. Findings affirm that the school’s literacy socialisation practices are deeply sociocultural and connected to broader ideologies about the purposes of literacies and the values and customs of the heritage culture

Context (archaeology · Heritage language · Ideology · Literacy · Native-language instruction · Pedagogy · Political science · Sociocultural evolution · Sociology · Teaching method · Vocabulary development · Anthropology · Educator Training and Historical Pedagogy · History · Literacy, Media, and Education · Multilingual Education and Policy · Psychology