Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 26-30 |
| Number of pages | 5 |
| Journal | Literacy Learning: the Middle Years |
| Volume | 27 |
| Issue number | 3 |
| Publication status | Published - Oct 2019 |
Cite this
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Building bridges between schools and everyday learning spaces for refugee students : a response to Eileen Honan. / Wilkinson, Jane; Faulkner, Julie.
In: Literacy Learning: the Middle Years, Vol. 27, No. 3, 10.2019, p. 26-30.Research output: Contribution to journal › Article › Other › peer-review
TY - JOUR
T1 - Building bridges between schools and everyday learning spaces for refugee students
T2 - a response to Eileen Honan
AU - Wilkinson, Jane
AU - Faulkner, Julie
PY - 2019/10
Y1 - 2019/10
N2 - This paper responds to Eileen Honan’s productive engagement with community literacies, outlining The Knowing and Learning in Everyday Spaces (KaLiEDS) project where young refugees’ everyday literacy practices are constructed as valued forms of capital. We situate the study in earlier research which moves away from literacy as a set of cognitive skills, towards socially-situated practices. The findings of the project argue strongly for the overt as well as tacit knowledge built up in informal settings which serves as capital for productive futures in the adopted country. The response concludes with a range of recommendations for teachers to adapt their approaches to a more community-based set of strategies for sound literacy teaching and learning.
AB - This paper responds to Eileen Honan’s productive engagement with community literacies, outlining The Knowing and Learning in Everyday Spaces (KaLiEDS) project where young refugees’ everyday literacy practices are constructed as valued forms of capital. We situate the study in earlier research which moves away from literacy as a set of cognitive skills, towards socially-situated practices. The findings of the project argue strongly for the overt as well as tacit knowledge built up in informal settings which serves as capital for productive futures in the adopted country. The response concludes with a range of recommendations for teachers to adapt their approaches to a more community-based set of strategies for sound literacy teaching and learning.
M3 - Article
VL - 27
SP - 26
EP - 30
JO - Literacy Learning: the Middle Years
JF - Literacy Learning: the Middle Years
SN - 1320-5692
IS - 3
ER -