RT Article
T1 Cross-Cultural Language Awareness: Contrasting Scenarios of Literacy Learning
JF Journal of cognition and culture
VO 23
IS 3/4
SP 357
OP 377
A1 Francis, Norbert
A1 Chireac, Silvia-Maria
A1 McClure, John
LA English
PB Brill
YR 2023
UL https://www.ixtheo.de/Record/1858846420
AB In the research on literacy learning the concept of language awareness has come forward as a unifying framework for understanding the underlying knowledge that supports ability in reading and writing. Consensus is gathering around the idea that language awareness is an essential foundation. If subsequent work in this area confirms it, this factor may turn out to be the key cognitive-domain explanation for successful literacy learning in school (and for academic purposes in general). In this review we examine two cross-cultural comparisons regarding this claim. The comparisons point to the need to examine cases that juxtapose contrasting conditions. Relevant contrasts place side by side examples that appear to be typical and examples that appear to be exceptional. Taking what appear on the surface as sharply diverging cases, how is access to requisite underlying competencies similar, and how different, from one instance to the other?
K1 language universals
K1 Chinese characters
K1 phonological awareness
K1 second language literacy
K1 Bilingualism
DO 10.1163/15685373-12340167