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Teaching Writing to Children in Indigenous Languages: Instructional Practices from Global Contexts de Ari Sherris

Teaching Writing to Children in Indigenous Languages: Instructional Practices from Global Contexts: Routledge Research in Education

Editat de Ari Sherris, Joy Kreeft Peyton
en Limba Engleză Paperback – 30 sep 2020
This volume brings together studies of instructional writing practices and the products of those practices from diverse Indigenous languages and cultures. By analyzing a rich diversity of contexts—Finland, Ghana, Hawaii, Mexico, Papua New Guinea, and more—through biliteracy, complexity, and genre theories, this book explores and demonstrates critical components of writing pedagogy and development. Because the volume focuses on Indigenous languages, it questions center-margin perspectives on schooling and national language ideologies, which often limit the number of Indigenous languages taught, the domains of study, and the age groups included.
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Specificații

ISBN-13: 9780367661755
ISBN-10: 0367661756
Pagini: 312
Dimensiuni: 152 x 229 x 17 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Routledge Research in Education

Locul publicării:Oxford, United Kingdom

Public țintă

Postgraduate

Cuprins



1 Teaching Writing to Children in Indigenous Languages: Introduction


Ari Sherris & Joy Kreeft Peyton


 




2 Early and Emergent Literacy Practices as a Foundation for Hawaiian Language Medium Education


Candace Kaleimamoowahinekapu Galla


William "Pila" H. Wilson


 


3 Early Writing in Torwali in Pakistan


Zubair Torwali


 




4 Early Childhood Safaliba Literacy in Ghana


Ari Sherris


 




5 Emergent Writing in Notsi in Papua New Guinea


Gertrude Nicholas


 




6 Emergent Writing in Numanggang in Papua New Guinea


Samuel Saleng


Gertrude Nicholas





7 Teaching Task-based Writing in Zapotec in Oaxaca, Mexico


Katherine J. Riestenberg


Raquel Eufemia Cruz Manzano





8 Cherokee Writing in an Elementary Immersion School


Lizette Peter


Tracy Hirata-Edds


Ryan Wahde Mackey


 




9 Writing Instruction in Xitsonga in South Africa


Tinswalo V. Manyike


Nkidi Phatudi





10 Early Writing in Nungon in Papua New Guinea


Hannah S. Sarvasy


Eni Ögate


 




11 Mother Tongue Instruction and Biliteracy Development in P’urhepecha in Central Mexico


Kate Bellamy


Cynthia Groff


 




12 Ngäbere: An Orthography of Language Revitalization in Western Panama


Ginés Alberto Sánchez Arias


Manolo Miranda (Tido Bangama)


Mary Jill Brody


 




13 The Global in the Local: Young Multilingual Language Learners Write in North Sámi (Finland, Norway, Sweden)


Kirk P. H. Sullivan


Kristina Belancic


Eva Lindgren


Hanna Outakoski


Mikael Vinka


 




14 Re-centering Pedagogy on Oral Traditions: Examples from Southwest Indigenous Languages


Christine P. Sims





15 What Matters for Indigenous Language Writing


Kendall A. King

Notă biografică

Ari Sherris is an Associate Professor of Bilingual Education at Texas A&M University, Kingsville, USA.


Joy Kreeft Peyton is a former Vice President and currently Senior Fellow at the Center for Applied Linguistics, Washington, DC, USA.

Recenzii

As the world cascades toward sameness in languages, this volume puts up a huge stop sign.　With convincing historical accounts and a wide range of instructional practices, this book is an absolute must-read for any social scientist or linguist. Dedicated to language revitalization, the experts represented here　stress the vitality of entry into the social and cognitive worlds of children from different cultures　through a substantial dedication to writing and reading.
Shirley Brice Heath
Margery Bailey Professor of English and Dramatic Literature; Professor of Linguistics, Emerita
Stanford University


This exciting book focuses on an under-researched topic that fills a hole in the fields of both literacy education and language revitalization – teaching the writing of Indigenous languages to children. Centering on the role of literacy education in language revitalization, the chapters range the world, with chapters on languages with millions of speakers, to a handful from revitalizing writing systems that have a past history of literacy, to new orthographies developed for the first time for re-awakening languages. Importantly, attention is paid to debates over possible negatives of putting oral languages to paper, but shows the importance of writing for the survival of endangered languages, for many reasons including (re)valorization, revival of genres, increased functions of the language, and present-day communicative needs.　While both written documentation and orthographic development have been topics of research and activism in language revitalization, this volume is a very welcome first, with its emphasis on the pedagogy of writing.
Leanne Hinton
Professor Emerita, University of California, Berkeley

The UN has issued alarming declarations about the state of learning for disadvantaged linguistic minorities.　UNICEF[1] documentation shows how even increasing school participation rates does not necessarily achieve commensurate learning gains for ethnic minority and indigenous students, with the most disadvantaged students gaining the least benefit. The cause of this dispiriting conclusion is often because of language policies, especially language of instruction, tied to persisting negative attitudes toward children’s mother tongues. This volume is a magnificent contribution to this critical area. Addressing the role of writing in intergenerationally endangered Indigenous language communities, it bridges the gap between language revitalization literature, research on writing pedagogy, and the global agenda of a more equal and fair education. The chapters are expertly written by individual authors and intelligently integrated by the editors, Ari Sherris and Joy Kreeft Peyton, to highlight a range of instructional writing practices connected to social and economic outcomes for Indigenous populations in such diverse environments as Finland, Ghana, Hawaii, Mexico, Papua New Guinea.　The authors ‘rise above’ narrowly conceived literacy debates and narrowly conceiving theories of literacy. Here we find complexity theory, biliteracy, and genre and critical approaches enriching functional understandings of pedagogy and literacy learning, tied to a strong focus on the cultural rights of communities whose lives are subjected to control and domination.
Joseph Lo Bianco
Professor of Language and Literacy Education
Melbourne Graduate School of Education, The University of Melbourne

A very valuable collection. Although the continued life of threatened languages depends finally on the willingness of parents to speak them to their children, the support provided by schooling is critical, and only with literacy in indigenous languages can the school find a place for the language.　This pioneering collection shows a number of significant examples of success.
Bernard Spolsky
Professor Emeritus, Bar-Ilan University

Descriere

This volume brings together studies of instructional writing practices and the products of those practices from diverse indigenous languages and cultures.