Multilingual literacy and the strategic development goal for quality education
(2016) Language and the sustainable development goals- Abstract
- Today’s communities are characterized by migration, transnationalism, and participation in the global economy, and many also have long local histories of linguistic diversity. Empowering individuals in these contexts means fostering the ability to use and expand their existing linguistic repertoires so they can take advantage of the social and economic opportunities afforded by contemporary life. In this light, our aim is to consider how multilingual literacy relates to Sustainable Development Goal 4 (SDG4), Quality Education, which is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”Specifically, we draw upon data from cases documented in the Effective Literacy and Numeracy... (More)
- Today’s communities are characterized by migration, transnationalism, and participation in the global economy, and many also have long local histories of linguistic diversity. Empowering individuals in these contexts means fostering the ability to use and expand their existing linguistic repertoires so they can take advantage of the social and economic opportunities afforded by contemporary life. In this light, our aim is to consider how multilingual literacy relates to Sustainable Development Goal 4 (SDG4), Quality Education, which is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”Specifically, we draw upon data from cases documented in the Effective Literacy and Numeracy Practices Database (LitBase),• a repository generated by the UNESCO Institute for Lifelong Learning that tracks effective adult literacy programs across the world. We examine programs aimed at multilingual literacy from different Member States such as Mexico, Pakistan, Senegal, South Africa, Sweden, Switzerland, and Uganda in order to consider how they align with particular SDG4 targets (e.g., vocational and employment skills; numeracy and literacy among youth and adults; and non-violence, global citizenship, and cultural diversity) and empirically grounded guiding principles for good quality literacy provision in multilingual contexts (Alidou & Glanz, 2015). (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/49ddf74a-055a-462b-bc7e-e2ad47e8f390
- author
- Hult, Francis LU ; Glanz, Christine and Hanemann, Ulrike
- organization
- publishing date
- 2016-04-22
- type
- Contribution to conference
- publication status
- published
- subject
- conference name
- Language and the sustainable development goals
- conference location
- New York City, United States
- conference dates
- 2016-04-21 - 2016-04-22
- language
- English
- LU publication?
- yes
- id
- 49ddf74a-055a-462b-bc7e-e2ad47e8f390
- date added to LUP
- 2017-03-31 14:59:22
- date last changed
- 2018-11-21 21:31:06
@misc{49ddf74a-055a-462b-bc7e-e2ad47e8f390,
abstract = {{Today’s communities are characterized by migration, transnationalism, and participation in the global economy, and many also have long local histories of linguistic diversity. Empowering individuals in these contexts means fostering the ability to use and expand their existing linguistic repertoires so they can take advantage of the social and economic opportunities afforded by contemporary life. In this light, our aim is to consider how multilingual literacy relates to Sustainable Development Goal 4 (SDG4), Quality Education, which is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”Specifically, we draw upon data from cases documented in the Effective Literacy and Numeracy Practices Database (LitBase),• a repository generated by the UNESCO Institute for Lifelong Learning that tracks effective adult literacy programs across the world. We examine programs aimed at multilingual literacy from different Member States such as Mexico, Pakistan, Senegal, South Africa, Sweden, Switzerland, and Uganda in order to consider how they align with particular SDG4 targets (e.g., vocational and employment skills; numeracy and literacy among youth and adults; and non-violence, global citizenship, and cultural diversity) and empirically grounded guiding principles for good quality literacy provision in multilingual contexts (Alidou & Glanz, 2015).}},
author = {{Hult, Francis and Glanz, Christine and Hanemann, Ulrike}},
language = {{eng}},
month = {{04}},
title = {{Multilingual literacy and the strategic development goal for quality education}},
year = {{2016}},
}