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Enriching Children's Biliteracy With Gamesongs Through Bilingual Languaging and Multimodality: A Case of the Stars of Today Literacy Club#
Abstract
In traditional biliteracy instruction, biliteracy is taught as Home Language and First Additional Language literacies, following Eurocentric monolingualising ideologies. Curricula and pedagogy in these classrooms reject discourses about play-based and multimodal pedagogical approaches for highly pedagogised and decontextualised instruction that excludes African oral literature and art. Drawing on language ideologies, and multiliteracies as theoretical frameworks this study aims to challenge the narrow literacy approaches and nation-state ideologies that determine how language is used. The study draws on auto-ethnographic case study of 60 grade 3-6 children who were members the Stars of Today Literacy Club#. The study focuses on the selected gamesongs and the related art activities. It draws on interactional and multimodal analysis as analytic tools. Findings show that using gamesongs can enhance vocabulary, rhyme and rhythm. Finally, multilingual and multimodal pedagogies enhance biliteracy development and positions children as competent emergent bilinguals
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