WebQuest
Literacies Across Languages.
Process
Hornberger article summary, made up of a collection of quotes and paraphrasing, pulling together the main ideas.
The continua model of biliteracy offers a framework in which to situate research, teaching, and language planning in linguistically diverse settings; bilingual teacher education represents a conjunction of all three of these and hence, a good candidate for applying the
continua
The purpose of using the continuum as the basic building block of the model
is to break down the binary oppositions so characteristic of the �fields of
bilingualism and literacy and instead draw attention to the continuity of
experiences, skills, practices, and knowledge stretching from one end of any
particular continuum to the other
The model suggests that the more their learning context, and contexts of use, allow learners and users to draw from across the whole of each and every continuum,
the greater are the chances for their full biliterate development and expression
Biliteracy, in this model, refers to �any and all instances in which communication occurs in two (or more) languages in or around writing� (Hornberger, 1990: 213); and the notion of continuum is intended to convey that although one can identify (and name) points on the continuum, those points are connected
refer to figure 3, page 158, for examples of the continua.
Here, we will consider bilingual and language teacher education as practised at
PennGSE as an instance of biliteracy and focus, for analytical purposes, on
each set of three continua � contexts, media, development, and content, consecutively� as illustrated by experiences of bilingual and language educators in-the-making in the programme.
Contexts of Biliteracy: The Global/Local Dilemma
The global/local dilemma, that is, how we as bilingual educators can
respond adequately and fully to both global and local pressures on our students, is an expression of the continua of biliterate context
In every language education context, the interrelationship of dominant, standard,
global English (or other dominant language) and learners� local, nonstandard
or non-English (non-dominant) language practices has implications for educators� programmatic, curricular, and interactional choices.
Media of Biliteracy: The Standard/Nonstandard Dilemma
how we as bilingual educators
can respond adequately and fully to both the demand for standard language
varieties and the prevalence and valuing of nonstandard ones
examples extend the standard/nonstandard dilemma beyond language varieties per se to the whole range of visual, audio, spatial, and behavioural semiotic modes and modalities
available for communication in today�s world. Use of all forms of literacy, including codeswitching and new, multiple forms of electronic communication.
Development of Biliteracy: The Language/Content Dilemma
This means that educators� evaluation of learners� work must also be holistic across the continua, always taking into account that an ungrammatical expression of accurate content, or a grammatically correct expression of inaccurate content, may be just as much a sign of learning as a grammatically correct expression of accurate content.
Content of Biliteracy: The Language/Culture/Identity Dilemma
To what degree is an understanding of the new culture a necessary part of learning a new language, and to the degree that it is, which �culture
Needd for the full range� from minority to majority representations, vernacular to literary expressions, and contextualised as well as traditional academic decontextualised forms (s
Conclusion
the continua of biliteracy framework as heuristic
encourages bilingual educators, in their role as teachers, to approach biliterate
learners� developing communicative competence in socioculturally and sociopolitically contextualised, locally and multiply inclusive, enquiry-based, and dynamically negotiated ways
Links: N. Hornberg home page
Critique: Good summary of consideration to keep in mind while planning, developing and providing classes in a plurilingual context. More academic than practical, but with links between the two.
Leading questions: This reads like good individualized/differentiated education; what are some good examples/demonstrations?
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