Reading in multilingual environments
Moore de Luca, Emilee (Universitat Autònoma de Barcelona)
Palou, Juli 1954- (Universitat Autònoma de Barcelona)

Imprint:	Peter Lang Publishing Group, 2018
Abstract:	Situations and practices that are favourable to the development of literacy and of plurilingual and intercultural competences - or what we refer to globally as pluriliteracies - are considered in this chapter. It draws on the empirical work carried out as part of the KOINOS project, as well as other experiences of a similar nature, to develop a set of principles for guiding how reading is approached in multilingual school environments, anchored in family and community realities. These principles include the need to expand the instrumental view of language, to link pluriliteracies and creativity, to embrace multimodality, to bridge languages and cultures, to establish variable geometries, to promote interaction, to facilitate collaborative formative action, and to evaluate reflexively. The experiences presented in the chapter aim to inspire others working in linguistically and culturally rich environments to develop children's reading competences creatively, critically and in socially just ways.
Rights:	Tots els drets reservats.
Language:	Anglès
Document:	Capítol de llibre ; recerca ; Versió acceptada per publicar
Published in:	Plurilingual literacy practices at school and in teacher education, ISBN 9783631742549

DOI: 10.3726/b13093

Post-print 22 p, 718.6 KB

The record appears in these collections:
Articles > Research articles
Articles > Published articles