Literacy in School and Society Multidisciplinary Perspectives
The "function" and "notion" of literacy may be considered the keystone, a "filigree" principle underlying the educational, social, and cultural organiza tion of the societies of the twentieth century. It is therefore interesting to try to pinpoint the no
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Sch ool and Society Multid iscipli nary Perspectives
TOPICS IN LANGUAGE AND LINGUISTICS Series Editors
Thomas A. Sebeok and Albert Valdman Indiana University, Bloomington, Indiana
THE DYNAMIC INTERLANGUAGE Empirical Studies in Second Language Variation Edited by Miriam R. Eisenstein
THE GRAMMAR OF DISCOURSE Robert E. Longacre
ISSUES IN INTERNATIONAL BILINGUAL EDUCATION The Role of the Vernacular Edited by Beverly Hartford, Albert Valdman, and Charles R. Foster
LINGUISTICS AND LITERACY Edited by William Frawley
LITERACY IN SCHOOL AND SOCIETY Multidisciplinary Perspectives Edited by Elisabetta Zuanelli Sonino
THE RELATION OF THEORETICAL AND APPLIED LINGUISTICS Edited by Olga Miseska Tomic and Roger W. Shuy
Literacy in School and Society Multidisciplinary Perspectives
Edited by ELISABETTA ZUANELLI SONINO University of Venice Venice, Italy
SPRINGER SCIENCE+BUSINESS MEDIA, LLC
Library of Congress Cataloging in Publication Data Literacy in school and society: multidisciplinary perspectives I edited by Elisabetta Zuanelli Sonino. p. em.- (Topics in language and linguistics) Bibliography: p. Includes index. ISBN 978-1-4899-0909-1 (eBook) ISBN 978-1-4899-0911-4 DOI 10.1007/978-1-4899-0909-1
1. Education, Bilingual. 2. Literacy. 3. Language policy. 4. Language and education. S. Sociolinguistics. I. Zuanelli Sonino, Elisabetta. II. Series. LC3715.L58 1989 89-35803 CIP 371.97 -dc20
© 1989 Springer Science+Business Media New York Originally published by Plenum Press, New York in 1989 Softcover reprint of the hardcover 1st edition 1989 All rights reserved No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from the Publisher
Contributors
Safder Alladina, School of Teaching Studies, The Polytechnic of North London, London NW5 3LB, England Marcel Danesi, Department of Semiotics, Victoria College, University of Toronto, Toronto M5S 1K7, Ontario, Canada Marta Dovala, Department of Language and Communication, The Teachers' College, Kaszap utca 6-10, H-6000 Kecskemet, Hungary Joshua A. Fishman, Ferkauf Graduate School of Psychology, Yeshiva University, Bronx, New York 10461, USA Gilles Gagne, Faculte des sciences de !'education, Universite de Montreal, Montreal H3C 3J7, Quebec, Canada Francisco Gomes de Matos, Universidade Federal de Pernambuco, Recife, Per-
nambuco, Brazil Mubanga E. Kashoki, The Copperbelt University (formerly the University of Zambia at Ndola), P.O. Box 21692, Kitwe, Zambia Sjaak Kroon, Department of Language and Literature, Tilburg University, P.O. Box 90153, 5000 LE Tilburg, The Netherlands Wallace E. Lambert, Department of Psychology, McGill University, Montreal H3A 1B1, Quebec, Canada Jeanne Martinet, Ecole Pratique des Hautes Etudes, Section IV, Sorbonne, 75005 Paris, France Alberto M. Mioni, Department of Linguistics, University of Padua, 35137 Padua, Italy Luc Ostiguy, Departement de fran~ais, Universire du Quebec Trois-Rivi
