Answer/Quote: “The study of
Biliteracy has recently been gaining more attention because of the increased
visibility of diverse communities where children are growing up bilingual and
in some cases, biliterate. Research on biliteracy has also risen sharply in the
last two decades because of a desire to improve the learning experiences of
school children from diverse linguistic backgrounds in the United States and
around the world. Further, globalization has brought increased interest in
understanding multinational communities that are developing, and in maintaining
linguistic communities where all children—both those who are part of the
dominant linguistic community and newcomers—are ready to compete in a
globalized world by drawing from the existing linguistic, multilingual, and
multiliterate societal resources.” P. 307.
Quote: “The sparse
extant research on biliteracy invites a reexamination of the contexts where
biliteracy occurs and an ongoing consideration of ways to design biliteracy
studies that draw on several theoretical perspectives. One set of contexts that
needs to be explored is communities in which adults and children value and make
use of various languages and multiple literacies. Relatedly, contexts need to
be studied where spontaneous biliteracy makes its way into children’s and families’
interactions and exchanges of knowledge…. As such, research on biliteracy has
supported what might be called a normalization of bilingualism and multilingualism for everyone (not just
immigrants) as part of national educational language agendas and initiatives.”
P. 324.
Comment: The study of language is inevitably moving
in the direction of their intermixing with a “bi-“ in the terminology.
RayS.
Title: “Review of
Research: Biliteracy Among Children and Youths.” Iliana Reyes. Reading Research Quarterly (July/ August/ September 2012), 307-327.
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