Social Literacies

2014 ◽  
Author(s):  
Brian V. Street
Keyword(s):  
Social Literacies

A Window Into Bilingual Reading: The Bilingual Reading Practices of Fourth-Grade, Mexican American Children Who Are Emergent Bilinguals

2017 ◽  
Vol 49 (2) ◽  
pp. 273-301 ◽  
Author(s):  
Georgia Earnest García ◽  
Heriberto Godina
Keyword(s):  
Test Scores ◽  
Mexican American ◽  
Future Research ◽  
Think Aloud ◽  
Reading Practices ◽  
Emergent Bilingual ◽  
Bilingual Reading ◽  
American Children ◽  
Social Literacies ◽  
Linguistic Transfer

A qualitative think-aloud study, informed by social literacies and holistic bilingual perspectives, was conducted to examine how six emergent bilingual, Mexican American, fourth graders approached, interacted with, and comprehended narrative and expository texts in Spanish and English. The children had strong Spanish reading test scores, but differed in their English reading and oral proficiency test scores. All but one of them varied their cognitive and bilingual strategy use according to the demands and genre of the text and their oral English proficiency. The most frequent bilingual strategies demonstrated were translating and code-mixing. Only two children used cognates. The children often employed one language to explain their reading in the other language. They displayed a wider range of strategies across two languages compared with a single language, supporting the use of a holistic bilingual perspective to assess their reading rather than a parallel monolingual perspective. Their reading profiles in the two languages were similar, suggesting cross-linguistic transfer, although the think-aloud procedures could not determine strategy transference. The findings supported a translanguaging interpretation of their bilingual reading practices. Future research on how emergent bilingual children of different ages develop translanguaging and use it to comprehend texts was recommended.

Social literacies and students in tertiary settings

2002 ◽  
Vol 25 (2) ◽  
pp. 49-58
Author(s):  
Zannie Bock ◽  
David H. Gough
Keyword(s):  
South Africa ◽  
South African ◽  
Literacy Practices ◽  
Academic Literacy ◽  
Assessment Practices ◽  
The Social ◽  
Social Literacies ◽  
Alternative Practices

Abstract In this article we explore the consequences of the social literacies model of understanding students’ academic literacy practices at a South African University. We highlight some of the paradoxes of this model in South Africa in terms of the particular demands of dominant literacy practices and past discriminatory policies which denied access to such practices and which created alternative practices. We include some observations we have made about including alternative literacies in assessment practices in tertiary classrooms.

Feminist articulations, social literacies, and ubiquitous mobile technology use in Kenya

2017 ◽  
Vol 15 (3) ◽  
pp. 309-326 ◽  
Author(s):  
Brenda N Sanya ◽  
Phantus W Odero
Keyword(s):  
Mobile Phone ◽  
Civic Education ◽  
Technology Use ◽  
Family Members ◽  
Mobile Banking ◽  
Mobile Phone Use ◽  
Social Literacy ◽  
Mobile Phone Applications ◽  
Social Literacies ◽  
To Receive

This article examines the changes occurring in learning and literacy in the age of ubiquitous mobile phone use. Focusing on rural Kenyan women’s use of mobile phone technologies in civic education programs, mobile banking, and to contact family members, the article explores how these women’s use of mobile phones, based on their everyday needs, has facilitated the development of a literacy. The women learned to read on their phones to receive money, civic education information, and to communicate with their family members. In this process, these women, who self-identified and are also nationally classified as illiterate, developed a relevant social literacy through active use of text-based mobile phone applications.

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