Abstract

This article focuses on the instruction of recently immigrated adolescents with limited educational backgrounds who are developing emergent literacy. It is based on an ethnographic study conducted in a public Swedish language introductory class in 2017/2018. Its purpose is to investigate how the students engaged in literacy practices during the instruction, and how they were supported by their teachers. Empirical data, which included field notes, audio recordings, and interviews with students, were analyzed with the help of two dimensions of Hornberger’s continua of biliteracy, namely, the content and development of biliteracy. Analysis of the content of biliteracy indicated that students’ previous knowledge, as well as class field trips and tangible examples, served as important foundations for their instruction. Analysis of the development of biliteracy showed that the teachers’ engagement with the students’ diverse linguistic and other semiotic resources contributed to the students’ participation in literacy practices. While the framework applied to the data includes several dimensions of literacy, indispensable for research in this complex context, the analysis also illuminates the need for the inclusion of additional dimensions in order to account for the role of interpersonal relations.

摘要

本文重点介绍对教育背景有限，正在发展紧急识字能力的新移民青少年的教学。它基于2017/2018年在瑞典公共语言入门班上进行的人种志研究。其目的是调查学生在教学过程中如何进行识字练习，以及他们如何得到老师的支持。经验数据包括实地记录，录音和对学生的访谈，借助霍恩伯格连续两文法的两个维度进行了分析，即内容和发展识字。对双语内容的分析表明，学生的先前知识以及课堂实地考察和实际例子是他们教学的重要基础。对双语能力发展的分析表明，教师对学生多样化语言和其他符号学资源的参与有助于学生参与识字实践。尽管适用于数据的框架包括扫盲的多个维度，但在这种复杂的情况下进行研究是必不可少的，但分析也表明，有必要纳入其他维度，以说明人际关系的作用。