Although scholarship in New Literacies increasingly emphasizes multimodal reading, some traditional perspectives on comprehension pedagogy continue to advocate for focusing discussion on linguistic content of texts, concerned that allowing students to discuss illustrations could siphon attention from the words (linguistic content). Largely absent…

In this article, I examine French language instruction in an elementary classroom serving primarily children of Afro-French immigrants in Paris. I show that a prevalent French language ideology privileges written over oral expression and associates full mastery of written French with rational thought and full inclusion in the French polity. This…

This study analyzes the connections among multilingual language practices, multilingual literacy practices, and social identities in two Sunni madrassahs in Mauritius. The study is framed by sociolinguistic and poststructuralist perspectives on language and identity, and social practice views of literacy. Data collection and analysis involved…

Concludes that there are about 88,500 words in printed school English and that even systematic direct vocabulary instruction could not account for a significant proportion of all the words children actually learn, nor cover more than a modest proportion of the words they will encounter in school reading materials. (FL)