Hidden Literacies and Inquiry Approaches of Bilingual High School Writers

Kerry Enright Villalva University of North Carolina at Chapel Hill

Abstract

This article presents findings from case studies of two Latina bilingual high school writers engaged in a year-long research and writing project. Both young women demonstrated unique patterns related to their approaches to inquiry and performance of literacy practices. By using an ecological framework to integrate a multiple literacies perspective into the study, the author argues that both young women engaged in “hidden literacies” that indicated potential toward the development of academic English. The article closes with suggestions for a reframing of common approaches to the study of academic English.

Journal
Written Communication
Published
2006-01-01
DOI
10.1177/0741088305283929
Open Access
Closed

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (0)

No references match articles in this index.

Also cites 13 works outside this index ↓
  1. 10.1111/1467-9507.00114
  2. 10.2307/3586793
  3. 10.1007/978-94-017-0341-3_2
  4. 10.4324/9781410603371
  5. 10.1017/CBO9780511841057
  6. 10.2307/3587142
  7. Kids talk: Strategic language use in later childhood
  8. 10.1007/978-94-017-0341-3_1
  9. 10.2307/3587803
  10. 10.1016/j.jslw.2003.08.004
  11. 10.1016/S0898-5898(01)00073-0
  12. 10.4324/9781410610317
  13. 10.1017/CBO9780511755002.004
CrossRef global citation count: 28 View in citation network →