Language in Epistemic Access: Mobilising multilingualism and literacy development
Учкай маалымат
The contributions to this book offer complementary insights on routes to improving access to school knowledge, especially for learners whose home language or language variety is different to that of teaching and learning at school. All subscribe to similar ideologies which include the view that multilingualism should be seen as a resource rather than a 'problem' in education. Commentaries on these chapters highlight evidence-based high-impact educational responses, and suggest that translanguaging and genre may well offer opportunities for students to expand their linguistic repertoires and to bridge epistemological differences between community and school. This book was originally published as a special issue of Language and Education.
Автор жөнүндө
Caroline Kerfoot is Associate Professor in the Centre for Research on Bilingualism at Stockholm University, Sweden. She was formerly Head of Language Education at the University of the Western Cape, South Africa. Her current research focuses on multilingualism, identities, and epistemic access in educational sites characterised by high levels of diversity and flux. She is co-editor (with Kenneth Hyltenstam) of Entangled Discourses: South-North Orders of Visibility, forthcoming in Routledge Critical Studies in Multilingualism.
Anne-Marie Simon-Vandenbergen is Emeritus Professor of English Linguistics at Ghent University, Belgium, where she is currently an associated researcher. She has published on various aspects of English and contrastive grammar, especially modality and pragmatic markers, from a functional linguistic point of view, and she was an editor of the journal Functions of Language for 20 years. Her most recent interest is in multilingual education, especially in the South African context, and in issues arising from linguistic diversity in Flemish education as a result of immigration.
