Bilingual Literacy

Bibliographic Data

ID23704376
AuthorsNancy H Hornberger (0000-0003-4357-6424, corresponding author)
Year2012
Publication date2012-11-05
Open AccessYes
TypeCHAPTER
VenueEncyclopedia of Applied Linguistics (SOURCE_BOOK)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781405198431.wbeal0095
OpenAlexW4236404926
ISBN9781405198431
LanguageEN
Citations received1
References cited26

Bilingual literacy, or biliteracy, can be defined as “any and all instances in which communication occurs in two (or more) languages in or around writing” (Hornberger, 1990, p. 213), where these instances may be events, actors, interactions, practices, activities, classrooms, programs, situations, societies, sites, or worlds (Hornberger, 2003). The continua model of biliteracy offers a framework in which to situate research, teaching, and language planning in bilingual and multilingual settings. The model's intersecting and nested continua demonstrate multiple, complex, and fluid interrelationships between bilingualism and literacy and the contexts, media, and content through which biliteracy develops. From the framework, we argue that for multilingual learners, the development of biliteracy occurs

Bilingual education · Linguistics · Literacy · Mathematics education · Multilingualism · Neuroscience of multilingualism · Pedagogy · Sociology · Translanguaging · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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