ABSTRACT

To educate their diverse learners in a culturally and linguistically responsive way, teachers must recognise that students come to school with rich literacies learned in their homes and communities. To shed light on one particular linguistic group’s engagement with literacies in the context of community, the current study examines a Finnish heritage language school in the U.S. Through the lenses of literacy socialisation and new literacies, the study closely analyses interview data, classroom observations, and classroom talk to highlight the multiple modes, cultural underpinnings, and purposes of literacies practised by four of the school’s teachers. Findings affirm that the school’s literacy socialisation practices are deeply sociocultural and connected to broader ideologies about the purposes of literacies and the values and customs of the heritage culture.

摘要

为了以文化和语言回应的方式教育多样化的学习者，教师必须认识到学生上学时在家中和社区中学到的知识丰富。为了阐明一个特定的语言群体在社区背景下对文学的参与，本研究通过扫盲社会化和新文学的视角考察了美国的一所芬兰传统语言学校，该研究密切分析了访谈数据，课堂观察和课堂演讲，以强调学校四位老师实践的多种模式，文化基础和识字目的。