Literacy practices in two Danish-Somali families : Between training, testing and “feeding the soul”
Christensen, M. V. (2019). Literacy practices in two Danish-Somali families : Between training, testing and “feeding the soul”. Apples : Journal of Applied Language Studies, 13 (4), 27-42. doi: 10.17011/apples/urn.201912185423
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Apples : Journal of Applied Language StudiesAuthors
Date
2019Copyright
© The author, 2019
This article explores the literacy practices in two Danish-Somali families with young
children. The data comes from focused ethnographic fieldwork in the families. The
study is rooted in a sociocultural view of literacy, aiming at understanding how
different ways of engaging with language and the written word express different
beliefs and values about literacy. The study finds that school-oriented literacy
training and literacy tests as well as religious practices play important roles in the
everyday lives of the families. In some cases, the latter practices share similar
properties with the former. The obvious and salient influence of school-like literacy
practices shows that the families are not only very willing, but also very capable of
fulfilling the roles of “co-creators” and “school-assistants” when it comes to their
children’s learning and literacy development. This finding calls for a reconsideration
of how teachers and other professionals perceive minority families and their literacy
practices and experiences.
...
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Centre for Applied Language Studies, University of JyväskyläISSN Search the Publication Forum
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