A Sociocultural Analysis of Language Learning: New Forms of Literacy Practices in a Language and Culture Awareness Programme

Autor/inn/en	Cumming-Potvin, Wendy; Renshaw, Peter; van Kraayenoord, Christa
Titel	A Sociocultural Analysis of Language Learning: New Forms of Literacy Practices in a Language and Culture Awareness Programme
Quelle	In: Language and Education, 17 (2003) 6, S.391-407 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Second Language Programs; Sociocultural Patterns; Metalinguistics; Foreign Countries; Educational Policy; Second Language Learning; Literacy; Case Studies; Scaffolding (Teaching Technique); Second Language Instruction; Language Research; Elementary Schools; Catholic Schools; Australia + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Metalanguage; Metasprache; Ausland; Politics of education; Bildungspolitik; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Case study; Fallstudie; Case Study; Fremdsprachenunterricht; Sprachforschung; Elementary school; Grundschule; Volksschule; Katholische Schule; Australien
Abstract	This paper reports on a sociocultural study conducted in a Catholic primary school in the Australian outback and provides insights into how policy related to Languages Other Than English (LOTE) programmes is implemented in a specific location and interwoven within the literacy practices of children, parents and teachers. A case study that tracked a Year Four student's learning and development during a Language and Culture Awareness Programme is discussed within a discourse of cultural and linguistic practices. Significant aspects of the student's learning related to a phenomenon called multi-tiered scaffolding temporarily disrupted the established literacy practices in the school community. Implications of the research for second-language teaching and learning in Australian primary schools are elaborated. (Contains 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10