Literacies in the Age of Mobility : Literacy Practices of Adult and Adolescent Migrants

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 Umea 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 Rosen 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 Contents List of Figures List of Tables 1 Multiple Approaches to Literacies in the Age of Mobility Introduction Rizgar Mobility Literacies Literacy and the Multilingual Turn Preview of Contributions in the Volume References 2 Indigenous Mobilities in Diaspora. Literacies of Spatial Tense Overview of Related Literature Re-articulations of Tense and Place The Dynamics of Spatial Tense Moves Towards (Alter)Native Literacies Method and Approach Ethical Considerations Illustrative Examples Metropolitan Elementary Community Background The First author’s Research Project Diasporic Rupture and Belonging Embodied Approximations in Collective Activity Spartan High’s Polyclub: The Movements Have Meaning Community Background The Second author’s Research Project Discussion Pedagogical Implications Amplifying Notions of Literacy Repositioning Indigenous Knowledge Conclusion Acknowledgements and Commitments References 3 Lessons for Today from Successful Women. Forced Migrants’ Language Biographies Introduction Background Theoretical Framework Methodological Framework Findings—Agency in the Language Biographies Social Academic Working Life Conclusion Pedagogical Implications References 4 Literacy, Legitimacy, and Investment in Language Learning. The Experiences of a Female Syrian Refugee in the UK Introduction Theoretical Framework Investment and Identity(ies) in Learning English Communities of Practice (CoP) Framework Literacy as a Social Practice Method An Ethnographic Research Methodology Participants Nadeema: The Focal Participant Approach to Analysis Results Nadeema’s ‘Illiteracy’ as Gendered and a Constraint on Learning English In the ESOL Classroom: Low-Literacy as a Hindrance English Literacy as a Tool to Claim More Powerful Gendered Identities Conclusions and Pedagogical Implications References 5 The Mobility of Everyday Literacies. Literacy Practices for Passing a Driving Test as a Potential Resource for L2 and Literacy Development Introduction Aim and Research Questions Acquiring a Swedish Driving Licence A Social Practice Perspective on Literacies Mobility, Literacy and Inequality L2 Learning of Adults Studies That Investigate the Connections Between SFI Education and Everyday Life Data, Methods and Ethics Data Production Methods Using an Interpreter in Multilingual Research Interviews Ethical Considerations Method of Data Analysis The Participants and the Context Literacy Practices for Passing the Theory Test Literacy Practices for Studying Driving Theory Literacy Practices for Taking the Theory Test The Mobility of Literacy Practices for Passing the Theory Test Discussion Pedagogical Implications References 6 Pleasure Reading for Immigrant Adults on a Volunteer-Run Programme Introduction The Benefits of Pleasure Reading The Volunteer-staffed Reading Programme The Context in England N.E.S.T’s Magic Mondays The Magic Mondays Library Design and Processes of Magic Mondays The Physical Space The Volunteer Tutors The Learners and Success of the Programme Investigating Magic Mondays in More Depth Discussion References 7 The Diary. Teachers Work with Biliterate Literature in Adult Education Swedish for Immigrants Introduction Theoretical Framework Previous Research Methods and Materials The Novel Results Context Content Medium Development Discussion Pedagogical Implications References 8 The Role of Psychological and Socio-Psychological Factors in L2 Literacy Development of Temporary Migrants Trainee Teachers’ Individual Differences and Their Literacy Practices While Abroad Temporary Migrants’ Literacy Development in L2 and Journal Writing Temporary Migration with Educational Aims Practicum Abroad Influence of Personality Traits, Attitudes and Motivation in L2 Learning Abroad Differences in Writing Development in L2 Learning Abroad Journal Writing as a Reflective Activity Designing the Present Research Method Participants Instruments Procedure Findings on the Role of Individual Factors and Writing Development Concluding Remarks Limitations of the Study and Pedagogical Implications References 9 Writing as Multilingual and Multimodal Practices. The Case of the Language Introduction Program in Swedish Upper Secondary School Introduction Theoretical Framework Writing in Various School Subjects Method and Material Findings Writing In Literacy Practices Strategies for the Use of Multilingual and Multimodal Resources Multilingual and Multimodal Resources in Writing in the Three Subjects Discussion and Pedagogical Implementations Acknowedgements References 10 Negotiating Minority Language Resources, Practices and Experiences in Norwegian Writing Instruction for Migrant Students Introduction Writing Instruction in Multilingual Classrooms Social Behaviour in the Front, Middle and Back Region Study Context and Study Findings Making Sense Through Minority Language Resources, Practices and Experiences Self-Censorship, Language Barriers and Writing Practices Discussion and Pedagogical Implications Transcription Conventions References 11 Reinventing Literacies in the Age of Mobility. An Epilogue Introduction Literacies in the Age of Mobility Defining Literacies Key Themes in the Volume Mobility Language Norms and Language Ideologies The Multilingual Turn Identities, Belonging and Learning A Translingual Approach to Literacies Future Research Directions Concluding Remarks References Index "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" -- Provided by publisher