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Literacy Acquisition in School in the Context of Migration and Multilingualism: A binational survey [Kietas viršelis]

(University of Potsdam), (University of Münster), (University of Kiel), (University of Osnabrück)
  • Formatas: Hardback, 297 pages, weight: 710 g
  • Serija: Hamburg Studies on Linguistic Diversity 5
  • Išleidimo metai: 22-Jul-2016
  • Leidėjas: John Benjamins Publishing Co
  • ISBN-10: 9027214182
  • ISBN-13: 9789027214188
Kitos knygos pagal šią temą:
Literacy Acquisition in School in the Context of Migration and Multilingualism: A binational surveyDidesnis paveikslėlis
  • Formatas: Hardback, 297 pages, weight: 710 g
  • Serija: Hamburg Studies on Linguistic Diversity 5
  • Išleidimo metai: 22-Jul-2016
  • Leidėjas: John Benjamins Publishing Co
  • ISBN-10: 9027214182
  • ISBN-13: 9789027214188
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9789027214188.html
Raktažodžiai:
This book presents the outcomes of a multi-methodical investigation of the processes of literacy acquisition. The focus is on mono- and bilingual first- and seventh-graders in schools in socially underprivileged areas of two major cities in Turkey and Germany. By means of extensive analyses of lesson videos, linguistic tests, interviews and ethnographic research, social, cultural, linguistic, pedagogic and didactic differences on the international, national, local and individual level are aligned with the momentary problem of exercising a school lesson and acquiring literacy on a daily basis. The results contradict to some degree that cultural and linguistic differences actually make a huge difference in the organisation and process of literacy acquisition. With the interdisciplinary background of the book, it addresses academics concerned with migration sociology, migration linguistics, classroom research, and bilingual education. In a broader perspective, the book contributes to the pedagogically and politically significant question how social and cultural characteristics of specific groups are stereotyped and partly unjustly combined in order to reach symbolic solutions for actual problems.
Acknowledgments ix
Glossary xi
CHAPTER 1 Introduction
1(4)
CHAPTER 2 Investigating literacy acquisition at school
5(34)
2.1 Basic conditions of classroom interaction
5(4)
2.2 Research approach and its implications
9(3)
2.3 Consequences for the participants of classroom interaction
12(1)
2.4 Enabling and limiting potentials of literacy acquisition in the classroom
13(3)
2.5 Criteria of linguistic analysis
16(10)
2.6 The case pupils
26(13)
2.6.1 Selection of case pupils
26(2)
2.6.2 The case pupils in focus
28(11)
CHAPTER 3 Challenges of literacy acquisition at school in Turkey and Germany
39(14)
3.1 Attitudes towards the schools' educational mandate
41(3)
3.2 Attitudes towards nationalism, multilingualism and multiculturalism
44(5)
3.3 Attitudes towards literacy
49(4)
CHAPTER 4 Four case studies from Germany and Turkey
53(216)
4.1 Case pupils in the German first grade
53(58)
4.1.1 The first term
53(1)
4.1.1.1 A typical German lesson in the first term
53(5)
4.1.1.2 Accessing literacy
58(10)
4.1.1.3 A reading exercise in October
68(5)
4.1.1.4 LAS tests in the first term
73(8)
4.1.2 The second term
81(4)
4.1.2.1 Accessing orthography and advanced reading skills
85(5)
4.1.2.2 A written assignment in June
90(7)
4.1.2.3 LAS tests in the second term
97(1)
4.1.2.3.1 Analysis of orate and literate structures
97(7)
4.1.2.3.2 Orthography analysis
104(5)
4.1.3 Summary
109(2)
4.2 Case pupils in the Turkish first grade
111(50)
4.2.1 The first term
111(1)
4.2.1.1 A typical Turkish lesson in the first term
112(4)
4.2.1.2 Accessing literacy
116(5)
4.2.1.3 A writing assignment in November
121(6)
4.2.1.4 LAS-tests in the first term
127(4)
4.2.2 The second term
131(6)
4.2.2.1 Accessing orthography and advanced writing skills
137(5)
4.2.2.2 A written assignment in June
142(4)
4.2.2.3 LAS-tests in the Second Term
146(1)
4.2.2.3.1 Orate-literate analysis
147(3)
4.2.2.3.2 Orthography analysis
150(5)
4.2.2.3.3 Analysis of the tests in Kurmanji
155(3)
4.2.3 Summary
158(3)
4.3 Case pupils in the German seventh grade
161(54)
4.3.1 The first term
161(1)
4.3.1.1 A typical lesson in the first term
161(4)
4.3.1.2 Accessing literacy
165(6)
4.3.1.3 A written assignment in January
171(11)
4.3.1.4 LAS tests in November
182(1)
4.3.1.4.1 German test
182(5)
4.3.1.4.2 Turkish test
187(4)
4.3.2 The second term
191(1)
4.3.2.1 A written assignment in May
192(13)
4.3.2.2 LAS tests in the second term
205(1)
4.3.2.2.1 A text edition in the second term
205(2)
4.3.2.2.2 An instructive text in the second term
207(3)
4.3.2.2.3 An instructive text in Turkish
210(2)
4.3.3 Summary
212(3)
4.4 Case pupils in the Turkish seventh grade
215(54)
4.4.1 The first term
215(1)
4.4.1.1 A typical Turkish lesson in the first term
215(6)
4.4.1.2 Extending literacy
221(5)
4.4.1.3 A writing assignment in December
226(7)
4.4.1.4 LAS tests in the first term
233(2)
4.4.1.4.1 Orate-literate analysis
235(4)
4.4.1.4.2 Orthography analysis
239(2)
4.4.2 The second term
241(1)
4.4.2.1 A lesson in the second term
241(8)
4.4.2.2 LAS tests in the second term
249(1)
4.4.2.2.1 A text edition in the second term
249(2)
4.4.2.2.2 An instructive text in the second term
251(6)
4.4.2.2.3 Two narrative Kurmanji texts
257(8)
4.4.3 Summary
265(4)
CHAPTER 5 Comparative findings and conclusions
269(14)
5.1 Pupils' adaptation to the pupil's role
271(6)
5.2 Literacy acquisition and linguistic development of the case pupils
277(3)
5.3 Conclusions
280(3)
References 283(9)
School books, teaching material 292(1)
Publications of the LAS-Project 293(2)
Index 295