Multilingual literacies and third script acquisition: Young Chinese children in French immersion in Vancouver, Canada

International Journal of Multilingualism

Volumn 7, Issue 4, 2010, Pages 322-342

  Moore, Danièle ^a  

^a SIMON FRASER UNIVERSITY   (Canada)

Author keywords

French immersion; Immigrant languages; Metalinguistic awareness; Metalinguistic representations; Migration; Multilingual literacies; Multiple identities; Plurilingualism; Third language acquisition; Third language learning

Indexed keywords

EID: 79952893670     PISSN: 14790718     EISSN: None     Source Type: Journal    
DOI: 10.1080/14790718.2010.502231     Document Type: Article

References (51)

1. Baker, L., Sonnenschein, S., & Serpell, R. (1994). Children's emergent literacy experiences in the sociocultural contexts of home and school. NRRC News: A Newsletter of the National Reading Research Center, 1, 4-5.
2. Bucholtz, M., & Hall, K. (2005). Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 7(4-5), 585-614.
3. Calvet, L-J. (1996). Histoire de l'écriture [History of writing]. Paris: Hachette.
4. Canadian Parents for French (2010). BC FI enrolment by district 2007-2009. Retrieved from http://cpf.bc.ca/site3/attachments/565_BC%20FI%20Enrolment%20by%20District%202007-2009.pdf
5. Castellotti, V. (Ed.). (2001). D'une langue àd'autres: Pratiques et représentations [From one language to another: Language practices and representations]. Rouen: Dyalang.
6. Castellotti, V., & Moore, D. (2009). Dessins d'enfants et constructions plurilingues. Territoires imagés et parcours imaginés. In M. Molinié (Ed.), Le dessin réflexif. Élément pour une herméneutique du sujet plurilingue [Reflexive drawings. Towards an hermeneutics of plurilingual speakers] (pp. 45-85). Paris: CRTF-Encrages, Belles Lettres.
7. Cook, V. (Ed.). (2003). Effects of the L2 on the L1. Clevedon: Multilingual Matters.
8. Cook, V., & Bassetti, B. (2005). An introduction to researching second language writing systems. In V. Cook & B. Bassetti (Eds.), Second language writing systems (pp. 1-67). Clevedon: Multilingual Matters.
9. Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge.
10. Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and pluricultural competence. Strasbourg: Council of Europe (First Ed. in French, 1997).
11. Cummins, J. (2001). Language, power and pedagogy. Bilingual children in the crossfire. Clevedon: Multilingual Matters.
12. Dagenais, D., Day, E., & Toohey, K. (2006). A multilingual child's literacy practices and contrasting identities in the figured worlds of French immersion classrooms. The International Journal of Bilingual Education and Bilingualism, 9(2), 205-218.
13. Dagenais, D., & Moore, D. (2008). Représentations des littératies plurilingues et de l'immersion en français chez des parents chinois. Canadian Review of Modern Languages, 65(1), 11-32.
14. Dagenais, D., Moore, D., Sabatier, C., Lamarre, P., & Armand, F. (2009). Linguistic landscape and language awareness. In D. Gorter & E. Shohamy (Eds.), Linguistic landscape: Expanding the scenery (pp. 253-269). New York: LEA/Routledge.
15. de Koninck, Z. (1994). L'expérience de l'immersion, 25 ans déjà. In S. Abou & K. Haddad (Eds.), Une francophonie différentielle [A differential francophonie] (pp. 65-82). Paris: L'Harmattan.
16. Dufresne, T., & Masny, D. (2005). Different and differing views on conceptualising writing system research and education. In V. Cook & B. Bassetti (Eds.), Second language writing systems (pp. 375-397). Clevedon: Multilingual Matters.
17. Gajo, L. (2001). Immersion, bilinguisme et interaction en classe [Immersion, bilingualism and classroom interaction]. Paris: Collection LAL, Didier.
18. Grosjean, F. (2008). Studying bilinguals. Oxford: Oxford University Press.
19. Grosjean, F. (2010). Bilingual. Life and reality. Cambridge: Harvard University Press.
20. Herdina, P., & Jessner, U. (2002). A dynamic model of multilingualism. Clevedon: Multilingual Matters.
21. Hodge, R., & Jones, K. (2000). Photography in collaborative research on multilingual literacy practices: Images and understandings of researcher and researched. In M. Martin-Jones & K. Jones (Eds.), Multilingual literacies (pp. 299-318). Amsterdam: John Benjamins.
22. Hornberger, N. (2000). Multilingual literacies, literacy practices and the continua of biliteracy. In M. Martin-Jones & K. Jones (Eds.), Multilingual literacies (pp. 353-367). Amsterdam: John Benjamins.
23. Hornberger, N. (Ed.). (2003). Continua of biliteracy. An ecological framework for educational policy, research, and practice in multilingual settings. Clevedon: Multilingual Matters.
24. Jessner, U. (2006). Linguistic awareness in multilinguals. English as a third language. Edinburgh: Edinburgh University Press.
25. Kendrick, M., & McKay, R. (2002). Uncovering literacy narratives through children's drawings. Canadian Journal of Education, 27, 45-60.
26. Kenner, K. (2000). Children writing in a multilingual nursery. In M. Martin-Jones & K. Jones (Eds.), Multilingual literacies (pp. 127-144). Amsterdam: John Benjamins.
27. Koda, K. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness, and second-language reading development. In M. Martin-Jones & K. Jones (Eds.), Multilingual literacies (pp. 311-334). Amsterdam: John Benjamins.
28. Lamarre, P., & Dagenais, D. (2004). Language practices of trilingual youth in two Canadian cities. In C. Hoffmann & J. Ytsma (Eds.), Trilingualism in family, school and community (pp. 53-74). Clevedon: Multilingual Matters.
29. Li, D. (1997). Borrowed identity: Signaling involvement with a Western name. Journal of Pragmatics, 28, 489-513.
30. Lüdi, G., & Py, B. (2009). To be or not to be a plurilingual speaker. International Journal of Multilingualism, 6(2), 154-167.
31. Malchiodi, C. (1998). Understanding children's drawings. New York: Guildford Press.
32. Marshall, S., & Mossman, T. (2010). Changing identities and bicultural names. In D. Nunan & J. Choi (Eds.), Language and culture. Reflective narratives and the emergence of identity (pp. 147-154). New York and London: Routledge.
33. Martin-Jones, M., & Jones, K. (Eds.). (2000). Multilingual literacies. Amsterdam: John Benjamins.
34. Mason, J. (2002). Qualitative researching (2nd ed.). London: Sage.
35. Molinié, M. (Ed.). (2009). Le dessin réflexif. Élément pour une herméneutique du sujet plurilingue [Reflexive drawings. Towards an hermeneutics of plurilingual speakers]. Paris: CRTF-Encrages, Belles Lettres.
36. Moore, D. (Ed.). (2001). Les représentations des langues et de leur apprentissage. Références, modèles, données et méthodes [Representations of languages and learning. References, models, data and methods]. Paris: Didier (Collection Essais).
37. Moore, D. (2005). Rencontres graphiques, pratiques cross-scripturales et mondes imaginés. Synergie France, 4, 58-75.
38. Moore, D. (2006). Plurilinguismes et école [Plurilingualism and school]. Paris: Didier (Collection LAL).
39. Moore, D., & Castellotti, V. (2008). La compétence plurilingue. Regards francophones [Plurilingual competence. Francophone perspectives]. Collection Transversales. Langues, sociétés, cultures et apprentissages. Berne: Peter Lang, Éditions scientifiques européennes.
40. Moore, D., & Castellotti, V. (in press). Dessins d'enfants, recherche qualitative, interprétation. Des poly-textes pour l'étude des imaginaires du plurilinguisme. In Ph. Blanchet & P. Chardenet (Eds.), Méthodes de recherche contextualisée en didactique des langues et cultures [Contextualising research methods in language and culture education]. Paris: Publications de l'AUF-CIRDL.
41. Moore, D., & Gajo, L. (2009). French voices on plurilingualism and pluriculturalism: Theory, significance and perspectives. International Journal of Multilingualism, 6(2), 137-153.
42. Myers-Scotton, C. (2006). Multiple voices. An introduction to bilingualism. Oxford: Blackwell.
43. Nunan, D., & Choi, J. (2010). Language and culture. Reflective narratives and the emergence of identity. New York and London: Routledge.
44. Pavlenko, A., & Blackledge, A. (Eds.). (2004). Negotiation of identities in multilingual contexts. Clevedon: Multilingual Matters.
45. Phan, H. (2008). Teaching English as an international language: Identity, resistance and negotiation. Clevedon: Multilingual Matters.
46. Purcell-Gates, V. (1996). Stories, coupons, and the TV guide: Relationships between home literacy experiences and emergent literacy knowledge. Reading Research Quarterly, 31, 406-429.
47. Ran, A. (2000). Learning to read and write at home: The experience of Chinese families in Britain. In M. Martin-Jones & K. Jones (Eds.), Multilingual literacies (pp. 71-90). Amsterdam: John Benjamins.
48. Swain, M., & Lapkin, S. (2005). The evolving socio-political context of immersion education in Canada: Some implications for program development. International Journal of Applied Linguistics, 15(2), 169-186.
49. Scholfield, P., & Shu-Mei Chwo, G. (2005). Are the L1 and L2 word reading processes affected more by writing system or instruction. In M. Martin-Jones & K. Jones (Eds.), Multilingual literacies (pp. 215-237). Amsterdam: John Benjamins.
50. Statistics Canada (2008). Populations estimates and projections. Retrieved from http://www40.statcan.ca/l01/ind01/l3_3867_3433-eng.htm?hili_demo04
51. Weber, S. (2008). Using visual images in research. In G. Knowles & A. Cole (Eds.), Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (Chap. 5). London: Sage Press.