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This book offers insights into questions related to mobility, literacy learning and literacy practices of adult and adolescent migrants. The authors address learning and use of literacies among adults and adolescents in both temporary and more permanent post-migration settlements and in various contexts, exploring spatial as well as temporal dimensions of literacies and power. The formal and informal educational settings examined include state-mandated schools, community settings, and libraries, and the chapters offer insights into the complex relations between literacies and mobility, as well…mehr
This book offers insights into questions related to mobility, literacy learning and literacy practices of adult and adolescent migrants. The authors address learning and use of literacies among adults and adolescents in both temporary and more permanent post-migration settlements and in various contexts, exploring spatial as well as temporal dimensions of literacies and power. The formal and informal educational settings examined include state-mandated schools, community settings, and libraries, and the chapters offer insights into the complex relations between literacies and mobility, as well as a range of perspectives on language use and language learning. This volume will be of interest to students and researchers in fields including education and literacy, applied linguistics, language education and migration studies.
Annika Norlund Shaswar is a Senior Lecturer of Language Teaching and Learning at Umeå University, Sweden. Her research interests include multilingual literacy, basic literacy education in linguistically heterogeneous contexts, second language development of adults and language learning strategies.
Jenny Rosén is Associate Professor in Swedish as a Second Language in the Department of Language Education at Stockholm University, Sweden. Her research interests include multilingualism, literacy and diversity in educational settings.
Inhaltsangabe
Chapter 1.- Multiple approaches to literacies in the age of mobility_ Chapter 2.- Indigenous Mobilities in Diaspora. Literacies of Spatial Tense_ Chapter 3.- Lessons for today from successful women. Forced migrants’ language biographies_ Chapter 4.- Literacy, legitimacy, and investment in language learning. The experiences of a female Syrian refugee in the UK_ Chapter 5.- The mobility of everyday literacies. Literacy practices for passing a driving test as a potential resource for L2 and literacy development_ Chapter 6.- Pleasure reading for immigrant adults on a volunteer-run programme_ Chapter 7.- The Diary – Teachers’ work with biliterate literature in adult education Swedish for immigrants_ Chapter 8.- The role of psychological and socio-psychological factors in L2 literacy development of temporary migrants_ Chapter 9.- Writing as multilingual and multimodal practices. The case of the Language Introduction Program in Swedish Upper Secondary School_Chapter 10.- Negotiating minority language resources, practices and experiences in Norwegian writing instruction for migrant students_ Chapter 11.- Reinventing literacies in the age of mobility: An epilogue.
Chapter 1.- Multiple approaches to literacies in the age of mobility_ Chapter 2.- Indigenous Mobilities in Diaspora. Literacies of Spatial Tense_ Chapter 3.- Lessons for today from successful women. Forced migrants' language biographies_ Chapter 4.- Literacy, legitimacy, and investment in language learning. The experiences of a female Syrian refugee in the UK_ Chapter 5.- The mobility of everyday literacies. Literacy practices for passing a driving test as a potential resource for L2 and literacy development_ Chapter 6.- Pleasure reading for immigrant adults on a volunteer-run programme_ Chapter 7.- The Diary - Teachers' work with biliterate literature in adult education Swedish for immigrants_ Chapter 8.- The role of psychological and socio-psychological factors in L2 literacy development of temporary migrants_ Chapter 9.- Writing as multilingual and multimodal practices. The case of the Language Introduction Program in Swedish Upper Secondary School_Chapter 10.- Negotiating minority language resources, practices and experiences in Norwegian writing instruction for migrant students_ Chapter 11.- Reinventing literacies in the age of mobility: An epilogue.
Chapter 1.- Multiple approaches to literacies in the age of mobility_ Chapter 2.- Indigenous Mobilities in Diaspora. Literacies of Spatial Tense_ Chapter 3.- Lessons for today from successful women. Forced migrants’ language biographies_ Chapter 4.- Literacy, legitimacy, and investment in language learning. The experiences of a female Syrian refugee in the UK_ Chapter 5.- The mobility of everyday literacies. Literacy practices for passing a driving test as a potential resource for L2 and literacy development_ Chapter 6.- Pleasure reading for immigrant adults on a volunteer-run programme_ Chapter 7.- The Diary – Teachers’ work with biliterate literature in adult education Swedish for immigrants_ Chapter 8.- The role of psychological and socio-psychological factors in L2 literacy development of temporary migrants_ Chapter 9.- Writing as multilingual and multimodal practices. The case of the Language Introduction Program in Swedish Upper Secondary School_Chapter 10.- Negotiating minority language resources, practices and experiences in Norwegian writing instruction for migrant students_ Chapter 11.- Reinventing literacies in the age of mobility: An epilogue.
Chapter 1.- Multiple approaches to literacies in the age of mobility_ Chapter 2.- Indigenous Mobilities in Diaspora. Literacies of Spatial Tense_ Chapter 3.- Lessons for today from successful women. Forced migrants' language biographies_ Chapter 4.- Literacy, legitimacy, and investment in language learning. The experiences of a female Syrian refugee in the UK_ Chapter 5.- The mobility of everyday literacies. Literacy practices for passing a driving test as a potential resource for L2 and literacy development_ Chapter 6.- Pleasure reading for immigrant adults on a volunteer-run programme_ Chapter 7.- The Diary - Teachers' work with biliterate literature in adult education Swedish for immigrants_ Chapter 8.- The role of psychological and socio-psychological factors in L2 literacy development of temporary migrants_ Chapter 9.- Writing as multilingual and multimodal practices. The case of the Language Introduction Program in Swedish Upper Secondary School_Chapter 10.- Negotiating minority language resources, practices and experiences in Norwegian writing instruction for migrant students_ Chapter 11.- Reinventing literacies in the age of mobility: An epilogue.
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