Folk stories and social identification in multilingual classrooms
Folk stories and social identification in multilingual classrooms
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多语言课堂中的民间故事和社会认同
DOI：
10.1016/j.linged.2009.10.002
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发表时间：
2009
影响因子：
1.6
通讯作者：
Creese A
中科院分区：
文献类型：
--
作者：
Creese A
本文认为，在英国的补充学校的社区语言教学中使用民间故事的过程。我们研究了教师如何利用民间故事来教授年轻人普通话，同时也考虑了它们作为遗产文本的可能性。我们考虑教师和学生如何利用民间故事作为课程资源进行语言和文化遗产的学习和教学。我们描述的语言使用的教师和年轻人在民间故事扫盲活动，并展示如何biliteracy和双语使用的问题和认可的民间故事作为一个遗产文本适合语言教学和学习的特定版本。
This paper considers the processes of using folk stories for the teaching of community languages in a UK complementary school. We look at the appropriation of folk stories by teachers to teach young people Mandarin while also considering their possibilities as heritage texts. We consider how the teacher and students use the folk story as curriculum resource for learning and teaching language as well as cultural heritage. We describe the language use of the teacher and young people during a folk story literacy event and demonstrate how biliteracy and bilingualism are used to question and endorse particular renditions of the folk story as a heritage text suitable for language teaching and learning.