The Complex Relationship Between Home and School Literacy: A Blurred Boundary Between Formal and Informal English Literacy Practices of Greek Teenagers

The Complex Relationship Between Home and School Literacy: A Blurred Boundary Between Formal and... This article reports on findings of an ethnographically oriented multiple case study research study on teenagers’ everyday literacy practices in English as a foreign language in contemporary Greece. Drawing on new literacy studies, discourse analysis, and ethnography, the study extended over a period of 18 months and employed multiple data collection tools (interviews, field notes, literacy diaries, in‐home observations, documents, photographs) to provide an emic account of the literacy practices in English of 15 teenagers from varied backgrounds living in Athens, Greece. Contrary to conventional understandings of home and school as mutually exclusive domains and of teenagers’ literacy practices across these spaces as disconnected and mismatched, the findings presented in this article suggest that young people's English literacy practices are constituted by flows between formal and informal sites and thus cannot be easily disentangled into separable school and home practices. Overall, the article foregrounds a more subtle understanding of the relationship between school and out‐of‐school literacy and illustrates the need to move beyond traditional understandings of English language literacy as a static set of cognitive skills exclusively encountered and acquired in bounded contexts—predominantly educational ones. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Tesol Quarterly Wiley

The Complex Relationship Between Home and School Literacy: A Blurred Boundary Between Formal and Informal English Literacy Practices of Greek Teenagers

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Publisher
Wiley
Copyright
Copyright © 2018 TESOL International Association
ISSN
0039-8322
eISSN
1545-7249
D.O.I.
10.1002/tesq.402
Publisher site
See Article on Publisher Site

Abstract

This article reports on findings of an ethnographically oriented multiple case study research study on teenagers’ everyday literacy practices in English as a foreign language in contemporary Greece. Drawing on new literacy studies, discourse analysis, and ethnography, the study extended over a period of 18 months and employed multiple data collection tools (interviews, field notes, literacy diaries, in‐home observations, documents, photographs) to provide an emic account of the literacy practices in English of 15 teenagers from varied backgrounds living in Athens, Greece. Contrary to conventional understandings of home and school as mutually exclusive domains and of teenagers’ literacy practices across these spaces as disconnected and mismatched, the findings presented in this article suggest that young people's English literacy practices are constituted by flows between formal and informal sites and thus cannot be easily disentangled into separable school and home practices. Overall, the article foregrounds a more subtle understanding of the relationship between school and out‐of‐school literacy and illustrates the need to move beyond traditional understandings of English language literacy as a static set of cognitive skills exclusively encountered and acquired in bounded contexts—predominantly educational ones.

Journal

Tesol QuarterlyWiley

Published: Jan 1, 2018

References

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