Read more
List of contents
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 ASIA’S 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
About the author
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 UTP’s 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. Edmund’s College Dean’s Award (2014). Her research interests are in literacy and language education, particularly in the intersections of multilingualism, multimodality and meaning-making.
Summary
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.
