Continua of Biliteracy
Continua of Biliteracy
复制标题
双语能力的延续
DOI：
10.3102/00346543059003271
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发表时间：
1989
影响因子：
11.2
通讯作者：
N. Hornberger
中科院分区：
文献类型：
--
作者：
N. Hornberger
尽管双语在世界范围内很普遍，但明确关注这一问题的学术著作相对较少。这篇综述借鉴了有关读写能力、双语以及阅读、写作、第二语言和外语教学的文献，提出了一个理解双语能力的框架。它认为，可以通过一系列相互关联的连续体来理解双语，从而解释可能的双语配置的复杂阵列。这些连续体定义了双语能力的背景、个人发展和媒介，如下：微观-宏观、口语-识字、单语-双语、接受-产生、口语-书面语言、第一和第二语言迁移、同时-连续接触、相似-不相似语言结构以及趋同-发散脚本。对连续体的交叉和嵌套性质的理解对于双语教学和研究具有重要意义。
Although biliteracy is common worldwide, relatively little scholarly work has attended explicitly to it. This review draws from the literatures on literacy, bilingualism, and the teaching of reading, writing, and second and foreign languages to propose a framework for understanding biliteracy. It argues that the complex array of possible biliteracy configurations can be accounted for by understanding biliteracy in terms of a series of interrelated continua. These continua define the contexts, individual development, and media of biliteracy, and are as follows: micro-macro, oral-literate, monolingual-bilingual, reception-production, oral language-written language, first and second language transfer, simultaneous-successive exposure, similar-dissimilar language structures, and convergent-divergent scripts. An understanding of the intersecting and nested nature of the continua has implications for teaching and research in biliteracy.