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    Changing perspectives of literacy, identity and motivation: implication for language education

    Access Status
    Fulltext not available
    Authors
    Mercieca, Paul
    Date
    2014
    Type
    Book Chapter
    
    Metadata
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    Citation
    Mercieca, P. 2014. Changing perspectives of literacy, identity and motivation: implication for language education, in Dunworth, K. and Zhang, G. (ed), Critical perspectives on language education, pp. 29-49. UK: Springer.
    Source Title
    Critical perspectives on language education
    DOI
    10.1007/978-3-319-06185-6_3
    ISBN
    9783319061856
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/29084
    Collection
    • Curtin Research Publications
    Abstract

    This chapter affirms the value of secure but flexible cultural identities in developing a form of critical intercultural literacy which is not merely as a set of skills, but a deeper set of understandings. Drawing on the findings of a study of a migrant group in Australia, it suggests that such literacy can be acquired in third spaces between the familiar and the new. From a sociocultural perspective, it is argued that for successful language learning and social interaction, the development of critical intercultural literacy should overarch the narrower concepts of communicative competence and cultural literacy. It is also argued that teaching and learning are much less effective if educator and learner cultural values conflict, and if school literacy learning does not connect with personal experience.

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