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  • 18 - Growing Up with Multilingual Literacies and Implications for Spelling

  • from Part Four - Language(s) and Literacy of Multilingual Children through Schooling
  • Edited by Anat Stavans, Ulrike Jessner, Leopold-Franzens-Universität Innsbruck, Austria
  • Book:
    The Cambridge Handbook of Childhood Multilingualism
    Published online:
    18 August 2022
    Print publication:
    25 August 2022, pp 415-440

  • Summary

    Growing up multilingually and in a multilingual social environment affects the acquisition of literacy. Many multilingual children learn to read and write in the language required by the institutional context. This is often a second, sometimes unfamiliar, language for them and it is the dominant language of the society they live in. However, these children might also learn, or be in contact with, other written languages used in their families and communities. The practices in all written languages vary, and family or community languages and literacies might be typologically close or distant from the language and literacy practices expected at school, which is the main institution for literacy acquisition. Unfolding the resources and needs of multilingual children’s literacy acquisition is at the center of this chapter. The contexts of literacy acquisition in multilingual societies is presented on three different levels: by defining literacy and literacies, by presenting different multilingual and multiliterate contexts, and by zooming in on one aspect of literacy, that is, spelling.