Weaving outwards from a centripetal force of biographical stances, this book presents the collective perspectives of literacy researchers from Brunei, China, Hong Kong, Malaysia, Singapore, the Philippines and Taiwan. It represents the first all-Asian initiative to showcase the region’s post-colonial, multilingual and multicultural narratives of literacy education. This book provides a much-needed platform that initiates important conversations about literacy as a sociocultural practice in a region that is both challenged and shaped by sociocultural influence unique to Asia’s historical and geopolitical trajectory. Driven by the authors’ lived experiences of becoming literate as well as their empirical research work in later years, each chapter brings decades of biographical narratives and collective empirical research findings to bear. Within the book are negotiations about literacy across and within home and school contexts; transactions of literature, text and reader; and considerations of the literacy policy-practice nexus. These trajectories, while divergent in their issues, come together as shared lived experience located in local contexts considered through global perspectives. As Asia looks set to become the 21st century’s new economic and labour force, the need to understand the sociocultural milieu of this region cannot be understated. This book on literacy education in Asia contributes to the larger narrative.
This unique edited collection offers the perspectives of literacy researchers from Brunei, China, Hong Kong, Malaysia, Singapore, Philippines and Taiwan to showcase the region’s post-colonial, multilingual and multicultural narratives of literacy education.
Introduction SECTION 1: NEGOTIATING LIVED LITERACY ACROSS AND WITHIN
HOME-SCHOOL CONTEXTS
1. Negotiating School Literacy from Preschool to
Adulthood: Examples from Singapore
2. Where literacy practices collide:
Exploring the relationship between home-school language and literacy
practices of minority indigenous children from underprivileged background
3.
The Reading-Writing Connection: The Literacy Strengths and Weaknesses of ESL
Filipino College Students Based on Diagnostic Test Results SECTION 2:
CONTRASTING TRANSACTIONS OF LITERATURE, TEXT AND ASIAN READERS
4. From the
Lianhuan Hua to the Picturebook: A Glimpse into the Evolution of Literacy
Education and Research in China
5. A journey to matching reader and text
6.
Articulating abstractions: Building teacher-students connections in the
literature classroom
7. Changes for the better? A perspective based on
post-secondary Literature in English in Malaysia
8. The role of comic books
in literacy education in Taiwan SECTION 3: RE-IMAGINING ASIAS LITERACY
POLICY-PRACTICE NEXUS
9. Lived experiences of literacy learning in Singapore
from the past to present and lessons for the future: the relationship between
familial and institutional habitus in situated contexts
10. The changes of
English Language and Literature in English Education since WWII: The case of
Hong Kong
11. An investigation of language use and literacy among primary
school students in Brunei
12. Broadening meaning-making: Towards a Framework
for Respect in Literacy Education (FRiLE) in Malaysia
Su Li Chong is Senior Lecturer at the Department of Management and Humanities, Institute of Self Sustainable Building, Universiti Teknologi PETRONAS (UTP), Malaysia. She is also Head of UTPs University Social Responsibility (Education Pillar). She obtained an MPhil and a PhD in Education from University of Cambridge, UK where she was the recipient of St. Edmunds College Deans Award (2014). Her research interests are in literacy and language education, particularly in the intersections of multilingualism, multimodality and meaning-making.
