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- W2414285172 abstract "The orthodox reading literacy teaching practices of English as a second language (ESL) have always been lopsided towards a monoglossic orientation to the exclusion of the language learners’ existing linguistic and cultural repertoires (Day & Park, 2005). Associatively, there has been a linear immersion of these learners into second language (L2) literacy after first having received literacy instruction in their home language (HL, hereafter). As observed elsewhere (Ricento, 2000; Makalela, 2014a), this literacy orientation is imbued with a oneness ideology of the European enlightenment period of nation states (i.e., one nation, one language) and the belief that using more than one language causes mental confusion (Baker, 2011; Makalela, 2014b)." @default.
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- W2414285172 date "2015-01-01" @default.
- W2414285172 modified "2023-09-25" @default.
- W2414285172 title "Translanguaging Principles in L2 Reading Instruction: Implications for ESL Pre-Service Teacher Programme" @default.
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- W2414285172 doi "https://doi.org/10.1057/9781137440068_7" @default.
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