國立虎尾科技大學 |

Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English./
作者:	Saternus, Julie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	264 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:	Dissertations Abstracts International81-06A.
標題:	Reading instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27602910
ISBN:	9781687976260

Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English.
Saternus, Julie.

Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 264 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: A.

Thesis (Ph.D.)--Kent State University, 2019.

This item must not be sold to any third party vendors.

Scholars writing in translingual studies view language boundaries as fluid, consider multilinguals to have options that include shuttling back and forth between languages in order to achieve their rhetorical goals, and argue that monolingual ideologies are harmful. Translingual studies is part of a movement away from structuralist conceptions of language, and within translingualism language is viewed as “flexible, unstable, dynamic, layered, and mobile” (Blommaert, 2016, p. 244).This dissertation focuses on the translingual literacy practices of multilingual members of the Japanese/English school community at this university. I analyze writing processes, speech, and media usage of members of this community (English L1/Japanese L2 and Japanese L1/English L2) through the lens of translingualism. I find that the ways the participants move across English and Japanese is a dynamic and negotiable process. This study aims to contribute to the movement in translingual studies that changes the focus from mixed-language products to mixed-language processes. The movement to process, I argue, takes into consideration the goals of many learners of a second language, which is to gain a strong, native-like command of dominant varieties of foreign languages. My dissertation demonstrates specific methods that writing studies researchers may use to document translingual literacy practices. In addition, this study discusses detailed ways in which the participants use both English and Japanese in their literacy practices through multiple case studies. I conclude with a turn that focuses on pedagogical applications of the translingual framework, which I argue benefits both monolingual and multilingual students in writing classrooms.

ISBN: 9781687976260Subjects--Topical Terms:

1148440
Reading instruction.
Subjects--Index Terms:

Multilingual

Multilingual Literacy Practice in One School Community: Reading, Writing, and Being Across Japanese and English.
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