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Navigating Languages, Literacies and Identities

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Ambarin Mooznah Auleear Owodally
Amoafi Kwapong
Ana Souza
Andrey Rosowsky
Arani Ilankuberan
Ayala Fader
bilingualism
biliteracy
Boro Park
Category=CFB
Category=CFC
Category=CFDM
Category=QRA
Charmian Kenner
Children's Literacy Experiences
Children's Religious Socialisation
Collaborative Ethnographic Approach
community
Contemporary Societies
Dinah Volk
entextualization
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ethnographic
Eve Gregory
Faith Settings
faith-based literacy
Flexible Bilingual Pedagogy
fundamentalism
funds of knowledge
Ghanaian Pentecostal
Gopinder Kaur Sagoo
Halimun Choudhury
Hasidic Yiddish
heritage language practices
immigration
intercultural pedagogy
intergenerational
language ideology
language socialization
Language Socialization Approach
Leslie C. Moore
Liturgical Literacy
Lord Murugan
Loshn Koydesh
Mahera Ruby
Malgorzata Woodham
migration
multilingual education
multilingual religious communities research
multilingualism
multimodality
Olga Barradas
Patricia Baquedano-Lpez
Peacock Feather
prolepsis
religious
Religious Educational Contexts
religious socialization
Responsive Reading
Rumspringa
sacred text
Semiotic Ideologies
Sister Price
sociolinguistic identity
spirituality
Successful Learner Identities
Sunday School Lesson
Susi Long
Suzanne Kesler Rumsey
Syncretic Literacies
Tryphenia B. Peele-Eady
Wall Hangings
Young Man
Young People's Acquisition

Product details

  • ISBN 9781138824249
  • Weight: 640g
  • Dimensions: 152 x 229mm
  • Publication Date: 15 Jun 2016
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

Navigating Languages, Literacies and Identities showcases innovative research at the interface of religion and multilingualism, offering an analytical focus on religion in children and adolescents’ everyday lives and experiences. The volume examines the connections between language and literacy practices and social identities associated with religion in a variety of sites of learning and socialization, namely homes, religious education classes, places of worship, and faith-related schools and secular schools. Contributors engage with a diverse set of complex multiethnic and religious communities, and investigate the rich multilingual, multiliterate and multi-scriptal practices associated with religion which children and adolescents engage in with a range of mediators, including siblings, peers, parents, grandparents, religious leaders, and other members of the religious community. The volume is organized into three sections according to context and participants: (1) religious practices at home and across generations, (2) religious education classes and places of worship and (3) bridging home, school and community. The edited book will be a valuable resource for researchers in applied linguistics, linguistic anthropology, socio-linguistics, intercultural communication, and early years, primary and secondary education.
About
Vally Lytra is Lecturer in Languages in Education at Goldsmiths, University of London. Her books include Play Frames and Social Identities (Benjamins, 2007), Multilingualism and Identities across Contexts: Cross-disciplinary Perspectives on Turkish-speaking Youth in Europe (co-editor Jens Normann Jørgensen, University of Copenhagen, 2008), Sites of Multilingualism: Complementary Schools in Britain Today (co-editor Peter Martin, Trentham, 2010), and When Greeks and Turks Meet: Interdisciplinary Perspectives on the Relationship since 1923 (Ashgate, 2014). Dinah Volk is Professor Emerita, Early Childhood Education, Cleveland State University, Cleveland, Ohio. She is co-author of "Diversity as a verb in preservice teacher education" in Contemporary Issues in Early Childhood and co-editor with Gregory and Long of a special issue of Journal of Early Childhood Literacy on syncretic literacies. Eve Gregory is Professor Emerita at Goldsmiths, University of London. Her books include City Literacies (joint author, Ann Williams) (Routledge, 2000), On Writing Educational Ethnographies: The Art Of Collusion (joint authors J. Conteh, C. Kearney & A. Mor-Sommerfeld) and Learning to Read in a New Language (Routledge, 2008).