Year: 2021
Type: article
Abstract: Global volatility shifts the everyday realities of school life. In the culturally and linguistically diverse schools of Canada, Australia and Europe with which we work, educators and parents have sought to renew established pedagogies in response to transnational integration and disintegration, immigration and refugee resettlement, and the cultural flux and flows of globalisation. As cultural practices and traditions are disrupted, families, communities and school create new ways of being and becoming literate. Dual-language book (DLB) reading has been one of these; with the global COVID-19 pandemic, this practice itself is ripe for digital re-imagination. This paper provides links to an abundance of online dual-book resources, describes developments in dual-language pedagogies for digitized worlds of literacy, and suggests some practical ways of re-imagining dual-language pedagogies.
Source: The Reading Teacher
DOI: 10.1002/trtr.1973
Authors: Rahat Zaidi, Karen Dooley
Institutions: University of Calgary, Queensland University of Technology
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $2,500
OpenAlex ID: W3135215334