Literacy Acquisition in School in the Context of Migration and Multilingualism: A binational survey
Literacy Acquisition in School in the Context of Migration and Multilingualism: A binational survey
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移民和多语制背景下学校读写能力的获得：一项两国调查
DOI：
10.1075/hsld.5
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
A. Boneß
中科院分区：
文献类型：
--
作者：
Sürig;Y. Şimşek;Chr. Schroeder ;A. Boneß
这本书基于跨学科和比较研究“移徙和多种语言背景下的学校扫盲”(LAS)，其目的是调查学校中随着时间的推移导致采用识字能力的实践过程。研究的重点是德国和土耳其两个国家一年级和七年级的单语和双语学生，这两个国家的学校发现自己面临着移民的影响，而且往往还会因此而使用多种语言。通过在学校课程和实验设计期间收集的一系列学校课程、人种学观察和学童的文学作品的录像，对识字过程进行了实证观察。本文从社会学和语言学两个学科角度对语料库进行了分析，研究的中心问题是：社会结构和语言结构的相互促进和制约作用，以及这两个因素在文学习得过程中是如何共存的。首先，学校作为一个教育组织，通常被视为获得识字能力的中心机构所在地。实际组织扫盲过程的结构条件可以被其参与者视为学校本身的再现。其次，移民和多种语言的使用导致了特定语言和少数群体群体的出现，其中还包括学校中参与活动的个人的不同语言和文化背景。最后，识字能力的采用及其在学校的有组织的传授植根于历史和文化形成的关于知识和语言的观点，这些观点深深植根于教育系统，并塑造了儿童的学习态度。这些方面由学校和在移民、多种语言以及由此产生的社会和语言星座的背景下社会化的学生使之相关。
This book is based on the interdisciplinary and comparative study “Literacy Acquisition in Schools in the Context of Migration and Multilingualism”(LAS), the aim of which was to investigate the practical processes in schools that lead over time to the adoption of literate competencies. Research focused on monoand bilingual pupils of the first and seventh grades in two countries, Germany and Turkey, where schools find themselves confronted with the effects of migration and often also multilingualism as a result. Literacy acquisition processes were empirically observed by means of video recordings of a series of school lessons, ethnographic observations, and the literary products of the schoolchildren gathered during both school lessons and experimental design. This data corpus was analysed from two disciplinary perspectives–sociology and linguistics–targeting the central research problem: the mutually enabling and restricting potentials of social and linguistic structures, and how these two factors concur in the process of the acquisition of literacy.In terms of this process and its results, several factors were regarded as important. First of all, the school as an educational organisation is usually seen as the central institutional location where literacy acquisition takes place. The structural conditions of the practical organisation of literacy acquisition processes can be regarded as the reproduction of the school itself by its participants. Secondly, migration and multilingualism result in the emergence of specific language and minority constellations which also include the differing linguistic and cultural backgrounds of the participating individuals at school. Finally, the adoption of literate competencies and their organised conveyance at school are embedded in historically and culturally shaped views concerning both knowledge and language which are deeply rooted in the education system and shape the children’s attitudes towards learning. These aspects are made relevant by the school and by the pupils who are socialised in the context of migration, multilingualism and the resulting social and linguistic constellations.
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