Cross-Cultural Language Awareness: Contrasting Scenarios of Literacy Learning
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 subse...
| Главные авторы: | ; ; |
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| Формат: | Электронный ресурс Статья |
| Язык: | Английский |
| Проверить наличие: | HBZ Gateway |
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Опубликовано: |
Brill
2023
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| В: |
Journal of cognition and culture
Год: 2023, Том: 23, Выпуск: 3/4, Страницы: 357-377 |
| Другие ключевые слова: | B
phonological awareness
B language universals B second language literacy B Bilingualism B Chinese characters |
| Online-ссылка: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Итог: | 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? |
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| ISSN: | 1568-5373 |
| Второстепенные работы: | Enthalten in: Journal of cognition and culture
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| Persistent identifiers: | DOI: 10.1163/15685373-12340167 |