Bilingualism and Literacies in Primary School: Implications for professional development

Abstract

The issues discussed in this paper concern the implications for professional development of teachers involved in the development of literacies with linguistic minority learners. The paper presents the two main approaches to understanding literacy and explores the dominant discourses which teachers are familiar with about literacy and being bilingual in England. The paper argues that teachers need to reflect on the principles of teaching/learning, which build on the experiences of learners, to make their practice effective and children's learning relevant. Examples of bilingual literacies' pedagogy are discussed together with the implications for including parents. At a time when the dominant discourse around literacy development is becoming more prescriptive in England it is important to consider other pedagogies which include rather than exclude learners' knowledge.

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