Cross-Cultural Language Awareness: Contrasting Scenarios of Literacy Learning-Reference-Cited by-同舟云学术

Cross-Cultural Language Awareness: Contrasting Scenarios of Literacy Learning

Published:2023-08-25 Issue:3-4 Volume:23 Page:357-377
ISSN:1567-7095
Container-title:Journal of Cognition and Culture
language:
Short-container-title:J. Cogn. Cult.

Author:

Francis Norbert¹,Chireac Silvia-Maria²^ORCID,McClure John³

Affiliation:

1. Professor of Bilingual and Multicultural Education, College of Education, Northern Arizona University Flagstaff, AZ USA

2. Associate Professor, Departament de Didàctica de la Llengua i la Literatura, Universitat de València Valencia Spain

3. Associate Professor, College of Education, Northern Arizona University Flagstaff, AZ USA

Abstract

Abstract In the research on literacy learning the concept of language awareness has come forward as a unifying framework for understanding the underlying knowledge that supports ability in reading and writing. Consensus is gathering around the idea that language awareness is an essential foundation. If subsequent work in this area confirms it, this factor may turn out to be the key cognitive-domain explanation for successful literacy learning in school (and for academic purposes in general). In this review we examine two cross-cultural comparisons regarding this claim. The comparisons point to the need to examine cases that juxtapose contrasting conditions. Relevant contrasts place side by side examples that appear to be typical and examples that appear to be exceptional. Taking what appear on the surface as sharply diverging cases, how is access to requisite underlying competencies similar, and how different, from one instance to the other?

Publisher

Brill

Subject

Arts and Humanities (miscellaneous),Experimental and Cognitive Psychology,Cultural Studies,Social Psychology

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