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34 - Developing Spanish Heritage Language Biliteracy

from Part IV - Heritage Language Education

Published online by Cambridge University Press:  04 November 2021

By
María Cecilia Colombi
Edited by
Silvina Montrul  and
Maria Polinsky
Silvina Montrul
Affiliation:
University of Illinois, Urbana-Champaign
Maria Polinsky
Affiliation:
University of Maryland, College Park
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Summary

This chapter presents perspectives and implications for the classroom to lay out a research agenda toward continued development of our understanding of the ways Spanish heritage learners develop biliteracy for academic and professional purposes. Multilingualism is an increasingly growing phenomenon in our globalized society and the learning and teaching of minority languages in schools require a more adequate approach that could address differences in use (professional, social, etc.) as well as differences in users of the language (ethnic or cultural). The changing landscape of Spanish biliteracy teaching and learning in educational institutions is examined and the concept of a holistic and functional approach to developing advanced literacy in institutional contexts is presented. The chapter considers how the experience of meaning-making is negotiating discourse differences in many social contexts, i.e., new literacies and multiliteracies are embodied in new social practices.

Keywords

biliteracymultiliteraciessystemic functional linguistics
Type
Chapter
Information
The Cambridge Handbook of Heritage Languages and Linguistics , pp. 867 - 891
Publisher: Cambridge University Press
Print publication year: 2021

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