Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/15609
Title: 
Authors: 
Keywords: 
Bilingualism
Bilingual learner strategies in classroom interaction
Literacy
Identity
Sociocultural theory
Singapore
Issue Date: 
2010
Citation: 
Zhang, L. J. (2010). Negotiating language, literacy and identity: A sociocultural perspective on children’s learning strategies in a multilingual ESL classroom in Singapore. Applied Linguistics Review, 1(2010), 247-270.
Abstract: 
This article reports on part of a larger study investigating children’s language
learning strategies (LLSs) for bringing to bear on the range and patterns of
such strategies for enhancing children’s self-regulated engagement in biliteracy
learning. Taking a case study approach, the study describes the process of the
language learning activities in order to answer two research questions: (1) Do
elementary schoolchildren use LLSs in meaningful interaction? (2) If they do,
how do they negotiate language, literacy and identity in this process? A cloze
passage taskwas set for 36 children to complete in groups of 5 each.Two methods
were used in tandem in data analysis – data reduction and interpretation and
connecting the inter-relationships and offering explanations. Results show that
children use LLSs, as do adults, although the level of cognitive engagement
differs; and that ‘successful’ and ‘less successful’ learners contribute to the
meaningful interaction in different ways. Counting LLSs is not as significant
as scrutinising learners’ effort for negotiating language, literacy and identity. I
conclude that there is a need to nestle and reframe a cognitive view of language
acquisition within a socially-imbedded system so that these commonly used
constructs are not treated in isolation but in osmosis so that they are understood
as“interactionally open and ecologically situated” (Canangarajah 2007: 936).
Pedagogical implications of context-sensitive and culturally suitable strategiesbased
instruction are also discussed.
URI: 
ISSN: 
1868-6303
Other Identifiers: 
10.1515/9783110222654.247
Website: 
Appears in Collections:Journal Articles

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