FRAMEWORKS
The following are two frameworks which we have used to categorize each picture.
Four Different Attitudes Teachers Have About Student’s Native Languages in the Classroom:
FORBID them: Teachers with this attitude forbid multiliteracy development by ignoring the student’s native language. They are unaware of the student’s home languages and believe it is their main job to foster the English language development.
ALLOW them: Teachers allow students to use their native language
in the school setting but the use of native languages
is allowed only for the purpose of teaching or
developing the English Language. For example, it
would be acceptable for students speak Spanish on
the playground.
MAINTAIN them: When teachers maintain native languages in the
classroom, they create classes of extracurricular
activities where students can use their native
languages. Normally, only the largest minority group in
a school or district can take advantage of these
programs because of funding issues. The typical
classroom teacher does not teach or oversee these
programs; a teacher who speaks the language
normally facilitates the program.
FOSTER them: Teachers show interest in the student’s written
and read home languages. Teachers will inquire
about these languages in order to help find
someone in the school and home community to help
foster the student’s language within the
classroom. Teachers will create a classroom
environment conducive to multiliteracy. Teachers
will encourage students to bring in materials in
their native languages to share with the class.
Schwarzer, D. (2001). Noa’s ark: One child’s voyage into multiliteracy. Portsmouth,
NH: Heinemann.
Literacy in a Comparative Framework
|
TYPE OF READING |
USES OF READING |
EXAMPLES FROM PRESENTATION |
|
Instrumental |
Reading to gain information for meeting practical needs, scheduling daily life and dealing with public agencies |
Food labels; room, store and church signs; menus from restaurants; care labels for clothing and towels; television remote control; posters; |
|
Social-Interactional |
Reading to gain information pertinent to social relationships, making plans, and introducing topics for discussion and storytelling |
Sorority letters |
|
News-Related |
Reading to gain information about third parties or distant events, local, state and national events |
|
|
Recreational |
Reading during leisure time, for planning recreational events, or for temporary entertainment |
Video game |
|
Confirmational |
Reading to check or confirm facts or beliefs, gain support for attitudes or beliefs already held (often archival materials) |
biblical artifact |
|
Critical/Educational |
Reading to increase one’s abilities to consider and discuss political, social, aesthetic or religious knowledge; to build or maintain a career; to fulfill educational requirements for school or to educate oneself |
posters and rules found in elementary schools |
Taylor, D. & Dorsey-Gaines, C. (1988). Literacy in a comparative frame. In Growing up
literate: Learning from inner-city families (pp. 123-190). Portsmouth, NH: Heinemann.
HOME INTRO STUDENT ACTIVITIES TEACHER RESOURCES CHILDREN'S BOOKS REFERENCES
ARABIC BRAILLE CHINESE GREEK HEBREW JAPANESE
KOREAN MULTIPLE LANGUAGES SPANISH TURKISH
