Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts
The reading experience of those who are literate in more than one language is highly complex. This makes the reading experience a phenomenon that is not easily understood. Yet, in Malaysia’s education policy, reading goals are subsumed under language learning goals. Such implicit ways of assuming...
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Kebangsaan Malaysia
2017
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| Online Access: | http://journalarticle.ukm.my/11286/ http://journalarticle.ukm.my/11286/ http://journalarticle.ukm.my/11286/1/18266-54510-1-PB.pdf |
| Summary: | The reading experience of those who are literate in more than one language is highly complex. This makes the
reading experience a phenomenon that is not easily understood. Yet, in Malaysia’s education policy, reading
goals are subsumed under language learning goals. Such implicit ways of assuming that literacy occurs through
language learning not only overlooks any impact language learning may have on literacy practice but also
undermines the fact that learning to read in a language is ontologically different from reading through all or
any language. This paper discusses a part of an in-depth qualitative study which scrutinized the reading
experiences of eight multiliterate Malaysian undergraduates studying in a British university in order to
understand the difference between being literate in many languages and choosing to read through any one
language. The contrast between multilingual Malaysia and monolingual England formed an important
backdrop. In this study, the phenomenological interview and diary-writing were used as research methods to
capture the participants’ past reading experience as Malaysian school students and as British university
undergraduates. Phenomenographic analysis and discourse analysis were used to analyse the data. Findings
from this study suggest that multilingual readers experience “language-ness” because of the specificities of
multiple language learning. The phenomenon of language-ness then go on to influence the habituation and
sustenance of reading choice across different languages. This paper suggests that as linguistically-diverse
countries forge ahead to maintain its citizens’ linguistic abilities, they must not forget that linguistic capital
alone cannot shape a nation. Semiotic capital which relates to meaning-making is also critical in shaping an
informed nation. This study has important implications towards contemporary discourse about Literacies,
language and the reading experience. |
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