Vanilla sauce and songs

Literacies in a heritage language school

Bibliographic Data

ID12113003
AuthorsJohanna M Tigert (0000-0003-2642-7064, Department of Teaching and Learning, Policy and Leadership, University of Maryland, College Park, MD, USA, corresponding author)
Year2019
Volume33
Issue1
Pages100-113
Publication date2019-01-17
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLanguage Culture and Curriculum (JOURNAL)
Journal identifiersISSN: 0790-8318 • E-ISSN: 1747-7573
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/07908318.2019.1569021
OpenAlexW2910812604
LanguageEN
Citations received5
References cited38

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