Jim Anderson
Biographic Data
| ID | 5167481 |
|---|---|
| NAME | Jim Anderson |
| GIVEN NAMES | Jim |
| FAMILY NAME | Anderson |
| SIGNATURE | ANDERSON J |
| AFFILIATIONS | University of London |
| ORCID | 0009-0007-4367-1065 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
“There's nothing to read here…the newspaper is cho cá , for the fish!”: A Young Refugee‐Background Child Brokering Languages, Literacies, and Cultures as a Caring Multiliterate Practice
This article shares stories of seven‐year‐old Anh, participating in brokering practices to support his mother at home as a caring multiliterate practice. We contextualize brokering as complex linguistic, cultural, social, and pragmatic negotiations, and emphasize the particularities and complexities of this affective labor that many children from immigrant and refugee backgrounds routinely undertake for their families and friends. Using perspecti…
Textart, identity and the creative process: A case study with Arabic heritage language learners
Informed by a postmodern perspective on language, culture and visual art education this article examines what a creative, visual art focus can bring to the experience of language-and-culture learning for secondary-age students of Arabic as a heritage language (HL). It builds on our previous research focussing on student interactions with works by renowned artist, Ali Omar Ermes, which sets text in the form of Arabic letter shapes and short poetic…
Supporting vocabulary development in a culturally/linguistically diverse family
Educators and researchers consider vocabulary development foundational in young children’s language and literacy learning and for academic achievement; adult-child shared book reading is potentially a rich site for word learning and concept development. In this article, we report on how an immigrant father and his four year old daughter, English Language Learners living in a community identified as “vulnerable”, attended to words and their meanin…
Grassroots policymaking in practice: Including heritage languages in the critical connections project through agency, activism, and alternative voices
This article examines the Critical Connections Multilingual Digital Storytelling Project through the lens of Language Policy and Planning (LPP) and considers the situation of heritage language learning within the policy on language education. We present our project as grassroots policymaking in practice and demonstrate how, through deep and meaningful collaboration, researchers, teachers, parents/carers, and students can exercise bottom-up agency…
Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media
This paper reports on an analysis of 60 print and online articles collected in a metropolitan area in Canada that describe children’s digital engagement through a focus on ‘early literacy’ or ‘digital literacy’. Findings reveal mixed messages about children’s use of digital technology that create competing frames for adults supporting (or not) young children’s digital literacy practices. Digital technology was often characterized as something to …
Connecting worlds: Interculturality, identity and multilingual digital stories in the making
Based on findings from a 5-year research project called Critical Connections, this article sets out an integrated framework for language learning in the context of multilingual digital storytelling. Following an explanation of the theoretical approach, four vignettes are presented which illustrate the principles in practice. Prioritising learner agency, this model involves moving across borders and foregrounding interfaces between languages, cult…
Introduction: Hope or despair
Finding a voice: Arts-based creativity in the community languages classroom
There have been moves in a number of countries in recent years to develop appropriate pedagogies for the teaching of community/heritage languages, distinct from foreign language and mother tongue models. At the same time there has been a growing interest in ways of developing learners’ creative abilities and there are grounds for believing that an approach which gives priority to this may be especially fruitful for bilingual/bicultural learners. …
Representing and Promoting Family Literacy on the World Wide Web: A Critical Analysis
The purpose of this study was to examine critically how family literacy is promoted and represented through the images and written texts on Web sites developed by providers of family literacy programs. Naturalistic research over the last 20 years or so demonstrates that the family is a rich site for supporting children’s literacy development across socioeconomic and cultural contexts. This research suggests that families engage children in a wide…
The new nutrition: Have a little faith
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
T he E uropean U nion: T ime for a P lace at the T able
Connecting worlds: Interculturality, identity and multilingual digital stories in the making
Based on findings from a 5-year research project called Critical Connections, this article sets out an integrated framework for language learning in the context of multilingual digital storytelling. Following an explanation of the theoretical approach, four vignettes are presented which illustrate the principles in practice. Prioritising learner agency, this model involves moving across borders and foregrounding interfaces between languages, cult…
Grassroots policymaking in practice: Including heritage languages in the critical connections project through agency, activism, and alternative voices
This article examines the Critical Connections Multilingual Digital Storytelling Project through the lens of Language Policy and Planning (LPP) and considers the situation of heritage language learning within the policy on language education. We present our project as grassroots policymaking in practice and demonstrate how, through deep and meaningful collaboration, researchers, teachers, parents/carers, and students can exercise bottom-up agency…
Introduction: Hope or despair
T he E uropean U nion: T ime for a P lace at the T able
The new nutrition: Have a little faith
An abstract is not available for this content so a preview has been provided. As you have access to this content, a full PDF is available via the ‘Save PDF’ action button
Representing and Promoting Family Literacy on the World Wide Web: A Critical Analysis
The purpose of this study was to examine critically how family literacy is promoted and represented through the images and written texts on Web sites developed by providers of family literacy programs. Naturalistic research over the last 20 years or so demonstrates that the family is a rich site for supporting children’s literacy development across socioeconomic and cultural contexts. This research suggests that families engage children in a wide…
Finding a voice: Arts-based creativity in the community languages classroom
There have been moves in a number of countries in recent years to develop appropriate pedagogies for the teaching of community/heritage languages, distinct from foreign language and mother tongue models. At the same time there has been a growing interest in ways of developing learners’ creative abilities and there are grounds for believing that an approach which gives priority to this may be especially fruitful for bilingual/bicultural learners. …
Introduction: Hope or despair
Connecting worlds: Interculturality, identity and multilingual digital stories in the making
Based on findings from a 5-year research project called Critical Connections, this article sets out an integrated framework for language learning in the context of multilingual digital storytelling. Following an explanation of the theoretical approach, four vignettes are presented which illustrate the principles in practice. Prioritising learner agency, this model involves moving across borders and foregrounding interfaces between languages, cult…
Access and Use of Digital Technologies in Early Childhood: A Review of Mixed Messages in Popular Media
This paper reports on an analysis of 60 print and online articles collected in a metropolitan area in Canada that describe children’s digital engagement through a focus on ‘early literacy’ or ‘digital literacy’. Findings reveal mixed messages about children’s use of digital technology that create competing frames for adults supporting (or not) young children’s digital literacy practices. Digital technology was often characterized as something to …
Supporting vocabulary development in a culturally/linguistically diverse family
Educators and researchers consider vocabulary development foundational in young children’s language and literacy learning and for academic achievement; adult-child shared book reading is potentially a rich site for word learning and concept development. In this article, we report on how an immigrant father and his four year old daughter, English Language Learners living in a community identified as “vulnerable”, attended to words and their meanin…
Grassroots policymaking in practice: Including heritage languages in the critical connections project through agency, activism, and alternative voices
This article examines the Critical Connections Multilingual Digital Storytelling Project through the lens of Language Policy and Planning (LPP) and considers the situation of heritage language learning within the policy on language education. We present our project as grassroots policymaking in practice and demonstrate how, through deep and meaningful collaboration, researchers, teachers, parents/carers, and students can exercise bottom-up agency…
Textart, identity and the creative process: A case study with Arabic heritage language learners
Informed by a postmodern perspective on language, culture and visual art education this article examines what a creative, visual art focus can bring to the experience of language-and-culture learning for secondary-age students of Arabic as a heritage language (HL). It builds on our previous research focussing on student interactions with works by renowned artist, Ali Omar Ermes, which sets text in the form of Arabic letter shapes and short poetic…
“There's nothing to read here…the newspaper is cho cá , for the fish!”: A Young Refugee‐Background Child Brokering Languages, Literacies, and Cultures as a Caring Multiliterate Practice
This article shares stories of seven‐year‐old Anh, participating in brokering practices to support his mother at home as a caring multiliterate practice. We contextualize brokering as complex linguistic, cultural, social, and pragmatic negotiations, and emphasize the particularities and complexities of this affective labor that many children from immigrant and refugee backgrounds routinely undertake for their families and friends. Using perspecti…
Pedagogy (8 works) · Sociology (8 works) · Psychology (6 works) · Computer Science (5 works) · Literacy (5 works) · Literacy, Media, and Education (5 works) · Multilingual Education and Policy (5 works) · Political science (5 works) · Linguistics (4 works) · Aesthetics (3 works)