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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Main Author:	Chong, Su Li
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2017
Online Access:	http://journalarticle.ukm.my/11286/ http://journalarticle.ukm.my/11286/ http://journalarticle.ukm.my/11286/1/18266-54510-1-PB.pdf

id	ukm-11286
recordtype	eprints
spelling	ukm-112862018-01-21T14:52:44Z http://journalarticle.ukm.my/11286/ Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts Chong, Su Li 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. Penerbit Universiti Kebangsaan Malaysia 2017 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/11286/1/18266-54510-1-PB.pdf Chong, Su Li (2017) Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English Language Studies., 23 (2). pp. 1-13. ISSN 0128-5157 http://ejournal.ukm.my/3l/issue/view/972
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	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.
format	Article
author	Chong, Su Li
spellingShingle	Chong, Su Li Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts
author_facet	Chong, Su Li
author_sort	Chong, Su Li
title	Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts
title_short	Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts
title_full	Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts
title_fullStr	Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts
title_full_unstemmed	Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts
title_sort	many languages, whither literacy? understanding the ontology of reading in linguistically-diverse contexts
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2017
url	http://journalarticle.ukm.my/11286/ http://journalarticle.ukm.my/11286/ http://journalarticle.ukm.my/11286/1/18266-54510-1-PB.pdf
first_indexed	2023-09-18T19:59:54Z
last_indexed	2023-09-18T19:59:54Z
_version_	1777406779055931392

Many languages, whither literacy? Understanding the ontology of reading in linguistically-diverse contexts

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