In the context of an increasing multilingualism, literacy teaching has become a central and contested issue in public and politic debate. The notion of literacy has been challenged and a need to rethink the literacy curriculum in the light of the changing linguistic landscape has arisen. The longitudinal study ‘Signs of language’ involves five multilingual classrooms. We are exploring how multilingual children interpret and create signs in order to communicate and perform their social identity in different multilingual and multimodal classroom settings. We are aiming at getting a better understanding of the children’s complex uses of the linguistic and semiotic resources available to them by paying close attention to the perspective of the children - as users and nterpreters of literacy (Blackledge & Creeese 2010). In classrooms some identity options are more available to the students than others, and some linguistic practices are more valued than others. In the official educational discourse literacy seems to be constructed as a unified concept streamlined for administration and measurement (Prinsloo & Baynham, 2008), and linguistic diversity seems to be associated with societal problems and educational failure. Our study takes place in classrooms where teachers are engaged in developing a literacy pe dagogy which allows space for multilingualism and multimodality. Through intervention studies in these linguistically diverse classrooms, we are also investigating how teachers and students navigate in different modes and in different languages, how they deal with diversity and how they negotiate the construction of language and literacy within the broader discursive climate.
literacy; biliteracy; dansk som andetsprog; tosprogethed; socialsemiotik
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AILA 2011 The 16th World Congress of Applied Linguistics