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ED 471 651
AUTHOR
TITLE
ISBN
PUB DATENOTEAVAILABLE FROM
PUB TYPE
EDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
FL 801 492
Lo Bianco, Joseph
One Literacy...Or Double Power?
ISBN-1-876768-04-52000-00-0016p.
National Languages and Literacy Institute of Australia, GPOBox 372F, Melbourne, Victoria 3001, Australia. Tel: 03-9926-4779; Fax: 03-9926-4780; Web site:http://www.langoz.anu.edu.au.
Reports Descriptive (141)
EDRS Price MF01/PC01 Plus Postage.Bilingual Education; Cultural Influences; ElementarySecondary Education; *English (Second Language); English OnlyMovement; Foreign Countries; Higher Education; *LiteracyEducation; Minority Groups; Politics of Education; SocialInfluences
*Australia
This paper argues against Australia's "One Literacy" (Englishonly) movement, explaining that in recent years, there have been efforts toclear the curriculum of non-literacy subjects and activities, and noting thedifficulty of determining what is and is not a curriculum distraction. Italso notes that elementary students' English language reading and writingperformance on standardized tests is unacceptably low and that some peoplefeel that literacy performance is not being measured in ways sensitive tosocial factors. The paper suggests that to track the effect on languages andliteracy of this literacy crisis, it is necessary to consider what fits underthe terms "languages" and "literacies" and then trace which kinds oflanguages and literacies have not done well under the crisis. It examinesproblems for "One Literacy" (e.g., community languages in which themaintenance of linguistic and cultural heritage, and uninterrupted conceptualdevelopment from home to school, is a key goal), then discusses thefollowing: transferring literacy; cultural insights from biliteracy; policyliteracy; the origins, claims, and modus operandi of One Literacy; andproblems with "One Literacy." It concludes by advocating "AustralianLiteracies," which would involve the mastery of multiple codes, diversemodes, and plural meanings of literate practice in contemporary Australia.(Contains 24 references.) (SM)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
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RT
ME
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tE
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NA
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ES
OU
RC
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OR
MA
TIO
NC
EN
TE
R (
ER
IC)
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s do
cum
ent h
as b
een
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oduc
ed a
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ceiv
ed fr
om th
e pe
rson
or
orga
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inor
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nges
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e re
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n qu
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nts
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iew
or
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ions
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ted
in th
isdo
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ent d
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rily
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esen
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l OE
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ositi
on o
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NG
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E L
ITE
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OR
DO
UB
LE P
OW
ER
? by
Jose
ph L
o B
ianc
o
Chi
ef E
xecu
tive
Lang
uage
Aus
tral
ia:
The
Nat
iona
l Lan
guag
es a
nd L
itera
cy In
stitu
te o
f Aus
tral
ia,
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tral
ian
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iona
l Uni
vers
ity C
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f Edu
catio
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elbo
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Pub
lishe
d by
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GU
AG
EA
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R A
L IA
Lang
uage
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tral
ia
Mel
bour
ne
One
Lite
racy
...
or Dou
ble
Pow
er?
CO
NT
EN
TS
0 rn
LAN
GU
AG
E, L
AN
GU
AG
ES
, LIT
ER
AC
Y A
ND
LIT
ER
AC
IES
5P
rof.
Jose
ph L
o B
ianc
oIR
ISB
N: 1
876
768
04 5
WH
ICH
ON
ES
AN
D W
HY
6es
ON
E L
ITE
RA
CY
'S T
AR
GE
T A
ND
CO
LLA
TE
RA
L9
O
TR
AN
SF
ER
RIN
G L
ITE
RA
CY
10O
CU
LTU
RA
L IN
SIG
HT
S F
RO
M B
ILIT
ER
AC
Y13
In 0
PO
LIC
Y L
ITE
RA
CY
14
2000
. Lan
guag
e A
ustr
alia
, the
Nat
iona
l Lan
guag
es a
nd L
itera
cy In
stitu
te o
f
Aus
tral
ia L
td. C
opyr
ight
in th
is d
ocum
ent i
s ow
ned
by L
angu
age
Aus
tral
ia L
td.
TH
E O
RIG
INS
, CLA
IMS
AN
D M
OD
US
OP
ER
AN
DI
No
part
s m
ay b
e re
prod
uced
by
any
proc
ess
exce
pt w
ith th
e w
ritte
n pe
rmis
sion
of
OF
ON
E L
ITE
RA
CY
15La
ngua
ge A
ustr
alia
or
in a
ccor
danc
e w
ith th
e pr
ovis
ions
of t
he C
opyr
ight
Act
.
WH
AT
IS O
NE
LIT
ER
AC
Y'S
PR
OB
LEM
?18
All
enqu
iries
in r
elat
ion
to th
is p
ublic
atio
n sh
ould
be
addr
esse
d to
:
Pub
licat
ions
and
Cle
arin
ghou
se M
anag
erD
OU
BLE
PO
WE
R20
Lang
uage
Aus
tral
ia
GP
O B
ox 3
72F
Mel
bour
ne V
IC 3
001
EN
DN
OT
ES
22
RE
FE
RE
NC
ES
23
The
vie
ws
expr
esse
d in
this
pub
licat
ion
are
thos
e of
the
auth
or a
nd d
o no
t nec
essa
rily
refle
ct th
e vi
ews
or p
olic
ies
of L
angu
age
Aus
tral
ia L
td.
3
LAN
GU
AG
E, L
AN
GU
AG
ES
, LIT
ER
AC
Y A
ND
LIT
ER
AC
IES
One
Lite
racy
. In
rece
nt y
ears
we
have
bee
nsu
bjec
ted
to a
cur
ricul
um e
nem
a.
Its a
im is
to c
lear
the
curr
icul
um o
f lot
s of
non
-lite
racy
thin
gs; s
ubje
cts
and
activ
ities
that
dis
trac
t fro
m O
ne. L
itera
cy.
If sc
hool
s ta
ught
tele
path
ic d
entis
try,
woo
d-W
hittl
ing
and
penc
il ca
seill
umin
atio
n by
dire
ct m
etho
d (i.
e. s
ilent
ly)
I exp
ect t
hat '
soci
ety'
mig
ht h
ave
com
e to
som
e ag
reem
ent t
hat t
he ti
me
spen
t on
such
sub
ject
s co
uld
(in th
e fa
ce
of a
lite
raC
y cr
isis
') be
mor
e pr
ofita
bly
devo
ted
to th
e R
s.
The
task
of.
clea
ring
Eng
lish,
liter
acy-
dist
ract
ing
time
was
ters
out
of t
he
.cu
rric
ulum
wou
ld th
en h
ave
been
pre
tty s
trai
ghtfo
rwar
d. B
ut, i
n ge
nera
l,sc
hool
s do
n't t
each
lots
of t
hing
s th
at th
ey s
houl
dn't
and
in te
achi
ng li
tera
cy
scho
ols
don'
t in
gene
ral n
egle
ct to
teac
h sp
ellin
g an
d so
unds
. So,
iden
tifyi
ng
wha
t is,
and
wha
t is
not,
curr
icul
um-d
istr
actio
n ha
sn't
been
eas
y. A
nd, w
orse
,
'soc
iety
' is
not o
f one
min
d ab
out t
he 'c
risis
' tha
t we
are
havi
ng. T
here
are
thre
e
mac
ro in
terp
reta
tions
Of o
ur c
risis
.
Som
e th
ink
it is
an
unco
mpl
icat
edm
atte
r. A
str
aigh
tforw
ard
case
of E
nglis
h
lang
uage
rea
ding
and
writ
ing
perf
orm
ance
of p
rimar
y ag
ed le
arne
rs o
nst
anda
rdis
ed te
sts
bein
g 'u
nacc
epta
bly
low
'. U
nacc
epta
bly
low
,'th
atis
,
com
pare
d to
the
perf
orm
ance
on
pres
umed
iden
tical
test
s of
age
-pee
r co
hort
s
in th
ings
cal
led
'com
para
ble
coun
trie
s', '
the
OE
CD
' or
'our
mai
n tr
adin
g
part
ners
'. T
his
is a
cris
is o
f. lit
erac
y..
Oth
ers
thin
k th
at te
chno
logi
cal a
nd s
ocia
l cha
nges
so
prof
ound
and
perv
asiv
e ar
e oc
curr
ing
that
the
very
nat
ure
of li
tera
cy it
self
is b
eing
rad
ical
ly
re-d
one.
The
pol
icy
resp
onse
to th
is k
ind
of c
risis
wou
ld b
e br
oad
in it
s vi
sion
of w
hat l
itera
cy is
and
mul
tiple
in it
s ai
ms.
Suc
h a
polic
y w
ould
aim
to e
nhan
ce
'lite
racy
' in
tech
nolo
gica
l, cu
ltura
l, ae
sthe
tic a
nd o
ther
sem
iotic
sys
tem
s. A
polic
y on
lite
racy
und
erst
ood
in 'o
ld fa
shio
ned'
way
s. (
writ
ten
lang
uage
man
ipul
atio
n, o
r T
he B
asic
s) is
hop
eles
sly
inad
equa
te in
a c
onte
xt o
f rap
id a
nd
deep
cha
nge.
Thi
s is
a c
risis
for
liter
acy.
Stil
l oth
ers
hold
that
if w
e m
easu
re li
tera
cy p
erfo
rman
ce in
way
s se
nsiti
ve
to s
ocia
l fac
tors
we
don'
t fin
da
gene
ralis
ed li
tera
cy p
erfo
rman
ce c
risis
ata
ll
but a
hig
hly
stra
tifie
d pa
ttern
in w
hich
pre
dict
able
soc
ial g
roup
s ar
eun
dera
chie
ving
in m
ost o
r al
l thi
ngs
that
mig
ht b
e C
alle
d lit
erac
y. T
his
isco
mpo
unde
d by
the
inte
rgen
erat
iona
l pat
tern
of t
his
unde
rper
form
ance
am
ong
0 z m 0 0 V 0 E
0 z et 0 0 a m V 0 m PO 6
the
sam
e pr
edic
tabl
e gr
oups
and
ther
efor
e co
nstit
utes
not
a li
tera
cy c
risis
, but
a re
peat
ing
and
deep
soc
ial c
risis
. Thi
s is
a c
risis
of l
itera
cy in
soc
iety
.
The
re a
re tw
o m
inor
infle
ctio
ns o
f thi
s th
ird b
road
inte
rpre
tatio
n. B
oth
acce
pt th
e so
cial
str
atifi
catio
n th
esis
, but
they
div
erge
on
wha
t sho
uld
be d
one
abou
t it.
One
vie
w h
olds
that
for
thos
e gr
oups
nam
ed a
s a
kind
of l
itera
cy-
disa
dvan
tage
d ca
tego
ry (
wor
king
cla
ss b
oys,
indi
geno
us p
eopl
e, n
ewim
mig
rant
s, s
ome
disa
bled
gro
ups)
ideo
logi
es o
f 'cu
ltura
l pre
serv
atio
n' o
rid
entit
y po
litic
s ha
ve g
ot in
the
way
of t
he n
eed
to g
ain
Eng
lish
liter
acy
for
jobs
and
soci
al p
artic
ipat
ion.
Peo
ple
who
arg
ue th
is p
ositi
on g
ive
emph
asis
tom
ains
trea
m p
artic
ipat
ion
and
rele
gate
soc
ial a
nd c
ultu
ral d
iffer
ence
to th
e
mar
gins
. The
se p
eopl
e se
e a
cris
is o
f a s
ocia
lly u
nequ
al li
tera
cy.
The
cou
nter
is th
at c
ultu
ral a
ssim
ilatio
n ha
s be
en tr
ied
in th
e pa
st; i
t is
a
flaw
ed k
ind
of e
qual
ity c
ontin
gent
on
sam
enes
s an
d a
chea
p tr
ick
in a
ny c
ase.
Acc
ordi
ng to
this
vie
w th
e po
or a
nd th
e m
argi
nalis
ed w
ere
poor
and
mar
gina
lised
whe
n so
ciet
y de
man
ded
cultu
ral s
amen
ess.
Inth
is v
iew
cont
empo
rary
soc
iety
mus
t adv
ance
equ
ality
with
in a
nd a
cros
s di
ffere
nce,
and
not m
ake
cond
ition
al o
ffers
of e
qual
trea
tmen
t in
exch
ange
for
cultu
ral
assi
mila
tion.
For
thes
e pe
ople
our
s is
a c
risis
of m
onoc
ultu
ral a
nd a
ssim
ilativ
e
liter
acy.
Wha
teve
r it
is, t
his
cris
is th
at w
e ar
e ha
ving
, it h
as n
ot b
een
kind
to'la
ngua
ges'
nor
, eve
n, to
'lite
raci
es'.'
Whe
neve
r 's
ettle
d' o
r 's
emi-s
ettle
d'
syst
ems
(like
the
bala
nce
betw
een
subj
ects
and
sub
ject
nam
es in
cur
ricul
a, o
r
a ba
lanc
e be
twee
n m
etho
ds o
f tea
chin
g) b
ecom
e di
srup
ted
thro
ugh
the
intr
oduc
tion
of a
cris
is d
amag
e co
mes
with
dis
rupt
ion.
Som
e da
mag
e is
colla
tera
l, so
me
delib
erat
e.
WH
ICH
ON
ES
AN
D W
HY
To
trac
k th
e ef
fect
on
'lang
uage
s an
d lit
erac
ies'
of t
he L
itera
cy C
risis
we
need
to fi
rst c
onsi
der
wha
t fits
und
er th
e te
rm 'l
angu
ages
' and
und
er th
e te
rm' l
itera
cies
' and
then
trac
e w
hich
par
ticul
ar k
inds
of '
lang
uage
s' a
nd 'l
itera
cies
'
have
and
whi
ch h
ave
not d
one
wel
l und
er th
e cr
isis
.
By
proc
ess
of e
limin
atio
n w
e ca
n sa
y th
at s
omet
hing
cal
led
'lang
uage
'
(whi
ch is
of c
ours
e in
volv
ed in
eve
ry s
ubje
ct o
f sch
oolin
g) h
as n
ot b
een
espe
cial
ly tr
oubl
ed b
y th
e lit
erac
y cr
isis
, nor
par
ticul
arly
by
One
Lite
racy
.La
ngua
ge w
as th
ere
befo
re th
e cr
isis
and
will
stil
l be
ther
e af
ter.
By
this
I m
ean
lang
uage
as
an a
bstr
act e
ntity
, lan
guag
e as
med
ium
of e
duca
tion.
Und
er 'l
angu
ages
' the
re h
as b
een
sele
ctiv
e da
mag
e, a
nd s
ome
of th
is h
as
been
ser
ious
and
som
e po
ssib
ly d
elib
erat
e.
If w
e ju
dge
by th
e nu
mbe
r of
thin
gs th
at a
re n
ow c
alle
d Li
tera
cy th
at u
sed
to, e
ven
quite
rec
ently
, be
calle
d 'S
omet
hing
Els
e' (
ES
L, M
igra
nt L
itera
cy,
lang
uage
art
s, m
othe
r to
ngue
, enr
ichm
ent,
lang
uage
exp
erie
nce,
Rea
ding
Cor
ner,
Big
Boo
k, N
ew B
ook
Wee
k) it
wou
ld a
ppea
r th
at th
is L
itera
cy th
ing
has
done
rat
her
wel
l out
of t
he c
risis
.
In s
tock
mar
ket t
alk
we
coul
d sa
y th
at L
itera
cy is
pur
suin
g a
stra
tegy
of
Mer
gers
and
Acq
uisi
tions
.
In th
inki
ng a
bout
whi
ch s
peci
fic p
rogr
ams
and
activ
ities
und
er th
e te
rm'la
ngua
ges'
hav
e be
en a
ffect
ed b
y O
ne L
itera
cy it
is n
eces
sary
to d
istin
guis
h
two
cate
gorie
s.I
will
cal
l (fo
r de
sper
ate
wan
t of a
bet
ter
term
) 'e
lite
and/
orfo
reig
n or
sec
ond
lang
uage
s' C
ateg
ory
A. I
n th
is c
ateg
ory
stud
ents
stu
dyla
ngua
ges
of c
ultu
ral p
rest
ige
or o
f pow
erfu
l tra
de p
artn
ers
or la
ngua
ges
that
are
clea
rly n
ot lo
cal i
n so
me
sign
ifica
nt w
ay. C
ateg
ory
A is
larg
ely
obliv
ious
to
the
cris
is.
I will
use
the
term
Cat
egor
y B
lang
uage
s to
mea
n 'm
aint
enan
cela
ngua
ge e
duca
tion
and
spec
ialis
t ES
L'. C
ateg
ory
B h
as fe
lt th
e fu
ll br
unt o
f the
cris
is a
nd O
ne L
itera
cy a
s T
he S
olut
ion.
I ant
icip
ate
that
som
e te
ache
rs o
f wha
t I a
m c
allin
g 'e
lite
and/
or fo
reig
n or
seco
nd la
ngua
ges'
mig
ht o
bjec
t to
this
term
, at l
east
to th
e ad
ject
ives
elit
e or
fore
ign.
The
y m
ight
pro
test
that
all
they
are
doi
ng is
tryi
ng to
teac
h Ita
lian,
Ger
man
, Chi
nese
, Ind
ones
ian
and
Japa
nese
as
seco
nd la
ngua
ges,
ie to
stu
dent
s
who
don
't ha
ve a
bac
kgro
und
in It
alia
n, G
erm
an, C
hine
se, I
ndon
esia
n an
d
Japa
nese
and
that
suc
h te
achi
ng is
goo
d. G
ood
for
the
stud
ents
, goo
d, m
ore
broa
dly,
for
the
soci
ety.
Tea
chin
g th
ese
lang
uage
s in
this
kin
d of
way
is o
f
cour
se h
ighl
y de
sira
ble,
for
a m
yria
d of
rea
sons
that
I m
ysel
f sha
re, a
nd h
ave
long
arg
ued
for,
and
will
con
tinue
to a
rgue
for.
On
the
face
of i
t thi
s ob
ject
ion
is v
alid
.
How
ever
, the
re is
a s
ense
in w
hich
the
term
s el
ite, f
orei
gn a
nd s
econ
d ar
e
the
only
cor
rect
and
com
pelli
ng o
nes
for
the
argu
men
t I a
m m
akin
g. 'E
lite
and/
or fo
reig
n or
sec
ond
lang
uage
s' d
istin
guis
h a
clas
s ca
tego
ry fo
r w
hich
ther
e
is n
o re
ady
alte
rnat
ive
labe
l and
it is
pre
cise
ly th
e st
atus
, dis
tanc
e an
dse
quen
ce (
stat
us i.
e. e
lite;
dis
tanc
e i.e
. for
eign
and
seq
uenc
e i.e
. not
-firs
t) th
at
coun
t as
far
as O
ne L
itera
cy is
con
cern
ed.
I am
con
scio
us a
lso
that
thes
e ar
e br
oad
and
not w
ater
tight
cat
egor
ies.
The
re a
re m
argi
nal c
ases
and
ther
e w
ill b
e cr
acks
thro
ugh
whi
ch to
fall.
Nev
erth
eles
s, I
wan
t to
wor
k w
ith th
is d
istin
ctio
n fo
r a
whi
le b
ecau
se I
thin
k it
corr
elat
es w
ith a
pat
tern
of s
ocia
l dis
crim
inat
ion.
For
Cat
egor
y A
pro
gram
s O
ne
0 z m 0 a 0 a M 0 7
OLi
tera
cy is
no
foe;
for
Cat
egor
y B
pro
gram
s O
ne L
itera
cy h
as r
aine
d do
wn
conf
ront
atio
n, e
ven
host
ility
, und
erm
inin
g an
d de
-fun
ding
.
Cat
egor
y A
lang
uage
s (a
nd th
e ki
nds
of c
urric
ula
and
prog
ram
type
s th
atC
ateg
ory
A le
nd th
emse
lves
to)
are
priv
ilege
d in
rel
atio
n to
Cat
egor
y B
. But
only
in th
e se
nse
(and
sol
ey fo
r th
e pu
rpos
es o
f the
pre
sent
arg
umen
t) th
at a
adi
scou
rse
of a
dditi
on a
nd s
kill
atta
ches
to h
ow w
e ta
lk a
bout
wha
t the
lear
ners
are
enga
ged
in u
nder
thes
e pr
ogra
ms
whe
reas
for
Cat
egor
y B
we
tend
to u
se a
com
pens
ator
y ra
tiona
le.
Thi
s ha
s m
ade
prog
ram
s in
the
latte
r ca
tego
ryvu
lner
able
to th
e pr
edat
ions
of O
ne L
itera
cy w
hich
hol
ds th
at c
ompe
nsat
ion
thro
ugh
atte
ntio
n to
cul
tura
l, pr
ior
lingu
istic
and
oth
er b
ackg
roun
d fa
ctor
sdi
stra
cts
from
the
sing
ular
obj
ectiv
e of
One
Lite
racy
.
In C
ateg
ory
A w
e fin
d la
ngua
ges
(alo
ng w
ith th
eir
liter
acie
s) in
whi
ch,
t ypi
cally
, lea
rner
s ha
ve n
o ba
ckgr
ound
in th
e la
ngua
ge. I
n th
ese
prog
ram
s
eath
ere
is n
o 'm
aint
enan
ce' r
atio
nale
am
ong
the
purp
oses
for
teac
hing
the
onla
ngua
ge. T
hese
are
lear
ners
eng
aged
in a
cqui
sitio
n of
a n
ew la
ngua
ge. I
n
som
e ca
ses
ther
e m
ay b
e a
dist
ant h
erita
ge a
ttach
men
t to
the
lang
uage
but
rare
ly a
ny k
ind
of a
ctiv
e co
mm
unity
ass
ocia
tion.
In th
e C
ateg
ory
B w
e fin
d
lang
uage
s (a
long
with
thei
r lit
erac
ies)
in w
hich
the
lear
ners
are
typi
cally
laba
ckgr
ound
spe
aker
s; o
r le
arne
rs w
ho h
ave
back
grou
nd id
entif
icat
ion
with
the
targ
et la
ngua
ge b
ut m
ay n
ot a
ctua
lly s
peak
it.
Soc
iety
in th
e fir
st c
ase
is s
een
to b
e m
akin
g ef
fort
s to
impa
rt s
kills
that
are
usef
ul to
indi
vidu
als
and
to th
e w
ider
bod
y-po
litic
(th
ese
days
the
body
-<
NI e
cono
mic
) of
Aus
tral
ia. S
ocie
ty in
the
seco
nd c
ase
rese
rves
the
right
to a
sses
s
the
lang
uage
edu
catio
n ef
fort
s la
rgel
y in
term
s of
thei
r co
ntrib
utio
n to
Eng
lish
liter
acy
norm
s an
d st
anda
rds
sinc
e it
is th
e la
ck o
f the
se th
at is
bei
ngco
mpe
nsat
ed fo
r by
atte
ntio
n to
'bac
kgro
und'
.
Cat
egor
y A
may
hav
e su
ffere
d m
inor
and
col
late
ral d
amag
e, th
e ne
gativ
e
effe
ct, p
roba
bly
unin
tent
iona
l, of
focu
ssin
g ex
trem
e at
tent
ion
on o
ne a
spec
t of
the
curr
icul
um m
akin
g it
hard
er fo
r ot
hers
' nee
ds, p
robl
ems
and
repr
esen
tativ
es
to b
e he
ard.
Cat
egor
y B
has
had
its
very
exi
sten
ce d
irect
ly th
reat
ened
, and
,
dire
ctly
or
by im
plic
atio
n, h
as b
een
accu
sed
of m
akin
g th
e ac
hiev
emen
t of
som
ethi
ng c
alle
d 'a
ccep
tabl
e lit
erac
y st
anda
rds'
mor
e di
fficu
lt
One
Lite
racy
ope
rate
s th
is k
ind
of d
oubl
e st
anda
rd in
rel
atio
n to
non
-Eng
lish
lang
uage
s an
d lit
erac
ies.
Lan
guag
es a
nd li
tera
cies
of i
dent
ity, c
omm
unity
and
prim
ary
inte
llect
ualis
atio
n ar
e in
conv
enie
nt, p
robl
emat
ical
and
ther
efor
eta
rget
ed.
Lite
raci
es th
at a
re c
halle
nged
by
One
Lite
racy
tend
to b
e th
e cr
itica
l,cu
ltura
l and
soc
ially
con
text
ualis
ed v
iew
s of
lite
racy
; tho
se th
at s
tres
s th
at
liter
acy
is a
kin
d of
pra
ctic
e th
at h
as a
soc
ial e
colo
gy a
nd s
et o
f rel
atio
nshi
ps
and
valu
es in
the
sam
e ki
nd o
f way
that
'lan
guag
e' c
lear
ly h
as. A
lso
chal
leng
ed
are
peda
gogi
cal a
ppro
ache
s ot
her
than
thos
e th
at c
once
ptua
lise
liter
acy
educ
atio
n as
per
cept
ual a
nd te
chni
cal p
roce
dure
s fo
r en
codi
ng a
nd d
ecod
ing;
indi
vidu
ally
bas
ed a
nd s
kills
orie
nted
.O
ne L
itera
cy p
refe
rs p
sych
olog
ical
unde
rsta
ndin
gs o
f hum
an fu
nctio
ning
ove
r so
cial
one
s.
ON
E L
ITE
RA
CY
'S T
AR
GE
T A
ND
CO
LLA
TE
RA
L
In C
ateg
ory
B la
ngua
ges
we
find,
in a
scen
ding
ord
er o
f pro
blem
s fo
r O
ne
Lite
racy
:
Com
mun
ity la
ngua
ges
in w
hich
the
mai
nten
ance
of l
ingu
istic
and
cul
tura
l
herit
age,
and
uni
nter
rupt
ed c
once
ptua
l dev
elop
men
t fro
m h
ome
to s
choo
l,
is a
key
goa
l;
Eng
lish
as a
sec
ond
lang
uage
, bot
h fo
r in
dige
nous
and
imm
igra
nt c
hild
ren
(bes
t und
erst
ood
as a
pro
fess
iona
l spe
cial
isat
ion
desi
gned
to m
eet g
ener
al
educ
atio
nne
eds
of n
onE
nglis
hpr
ofic
ient
lear
ners
)an
d,m
ost
prob
lem
atic
ally
for
One
Lite
racy
;
Abo
rigin
al b
iling
ual e
duca
tion
prog
ram
s w
hich
aim
to 'm
aint
ain'
the
indi
geno
us la
ngua
ge (
or to
rev
ive
its u
se),
pro
vide
a c
once
ptua
l pla
tform
for
subs
eque
nt E
nglis
hle
arni
ng, a
nd w
hich
pro
clai
m w
ider
cul
tura
lre
vita
lisat
ion
and
mai
nten
ance
pur
pose
s as
wel
l.
I thi
nk th
is g
oal o
f mai
nten
ance
is s
een
as a
ser
ious
pro
blem
by
One
Lite
racy
beca
use
mai
nten
ance
invo
lves
inte
rgen
erat
iona
l ret
entio
n of
lang
uage
ski
lls
and
cultu
ral c
ompe
tenc
e. O
ne o
f the
mai
nsta
ys o
f soc
iolo
gica
lly o
rient
edst
udie
s of
lang
uage
is th
at in
terg
ener
atio
nal r
eten
tion
of m
inor
ity la
ngua
ges
requ
ires
excl
usiv
e so
cial
spa
ce, a
nd in
stitu
tions
, tha
t fun
ctio
n la
rgel
y or
tota
lly
in th
e no
n-E
nglis
h la
ngua
ge. T
rans
mitt
ing
a la
ngua
ge in
terg
ener
atio
nally
,
ther
efor
e, in
volv
es s
ocia
l str
uctu
res,
env
ironm
ents
and
arr
ange
men
ts (
such
as
com
mun
ity c
ontr
olle
d sc
hool
s an
d co
mm
unity
con
trol
led
prin
t and
ele
ctro
nic
med
ia)
that
func
tion
in li
ngui
stic
and
cul
tura
l mod
es th
at a
re o
utsi
de th
ose
of
the
dom
inan
t or
mai
nstr
eam
par
ts o
f soc
iety
.
Inte
rgen
erat
iona
l is
a bi
g no
-no
for
One
Lite
racy
.
Abo
rigin
al b
iling
ual e
duca
tion
has
been
dire
ctly
con
fron
ted
to p
rove
that
it
does
not
get
in th
e w
ay o
f 'ac
cept
able
lite
racy
sta
ndar
ds',
mos
t dra
mat
ical
ly b
y
0 z M m 0 0 nt 0 In PS 9
0 m m 0 a 0 C a 0 a .1)
10
the
Dec
embe
r 19
98 N
orth
ern
Ter
ritor
y go
vern
men
t dec
isio
n to
rem
ove
fund
ing
(Nic
hols
199
9; M
iller
199
9) w
hile
the
fede
ral g
over
nmen
t sto
odco
mpl
icitl
y by
(Lo
Bia
nco
1999
a an
d 19
99b)
. The
Eng
lish
as a
sec
ond
lang
uage
spe
cial
isat
ion
for
imm
igra
nt c
hild
ren
has
sim
ilarly
bee
n su
bjug
ated
to th
e O
ne L
itera
cy im
pera
tive.
In s
ome
plac
es E
SL
has
been
sen
t bac
k to
broo
m-c
lose
ts, n
atio
nally
it h
as b
een
refu
sed
adm
issi
on a
s a
legi
timat
e fa
ctor
in e
xpla
inin
g an
d im
prov
ing
educ
atio
nal a
sses
smen
t and
app
ropr
iate
lear
ning
path
way
s fo
r ch
ildre
n in
to m
ains
trea
m s
choo
ling
(McK
ay 1
998a
and
199
8b;
Lo B
ianc
o 19
98).
The
cla
im th
at E
SL-
ness
and
cul
tura
l bac
kgro
und
varia
bles
are
fact
ors
to b
e ta
ken
acco
unt o
f in
addr
essi
ng E
SL
lear
ners
' Eng
lish
need
s is
to r
isk
bein
g ac
cuse
d of
not
'aim
ing
high
' (D
avis
on 1
998)
. The
jew
el in
the
crow
n of
One
Lite
racy
is th
e In
Nat
iona
l Lite
racy
and
Num
erac
y B
ench
mar
ks
and
here
ES
L le
arne
rs, b
y an
y m
easu
re o
verly
rep
rese
nted
am
ong
the
unde
rper
form
ing
stud
ents
in E
nglis
h lit
erac
y, a
re s
impl
y 'a
t ris
k'.
To
a le
sser
exte
nt c
omm
unity
lang
uage
teac
hing
has
als
o fe
lt th
e br
unt o
f One
Lite
racy
(Lo
Bia
nco
1998
and
199
9).
Am
ong
the
liter
acie
s th
ere
are
also
targ
ets.
Ped
agog
ies
and
liter
acy
unde
rsta
ndin
gs th
at c
an b
e lo
cate
d in
the
'gro
wth
and
her
itage
' fam
ily o
fap
proa
ches
and
dra
w o
n pr
ogre
ssiv
ist,
empo
wer
ing
and
child
-cen
tred
trad
ition
s of
edu
catio
nal p
ract
ice
are
not f
avou
red.
The
se a
re s
een
som
etim
es
to b
e te
ache
r in
dulg
ence
s w
hich
hav
e le
t us
dow
n. A
ppro
ache
s th
at id
entif
yed
ucat
iona
l pra
ctic
e w
ith id
eolo
gies
of s
ocia
l ana
lysi
s an
d po
tent
ials
for
soci
al
tran
sfor
mat
ion
have
tend
ed to
suf
fer
by th
e ki
nds
of te
stin
g, r
epor
ting,
teac
hing
and
talk
ing
abou
t lite
racy
that
One
Lite
racy
pre
fers
TR
AN
SF
ER
RIN
G L
ITE
RA
CY
As
is o
ften
the
case
with
mov
emen
ts th
at s
eek
to r
emov
e co
mpl
exity
from
publ
ic li
fe th
ere
is a
n in
vers
e re
latio
n be
twee
n po
wer
and
kno
wle
dge
in O
ne
Lite
racy
.
Like
eco
nom
ic r
atio
nalis
m w
ith w
hich
it is
gen
etic
ally
con
nect
ed O
neLi
tera
cy is
par
t of a
wid
er p
oliti
cs in
whi
ch: "
Wha
t gov
ernm
ents
wan
t mos
t is
less
com
plex
ity a
nd m
ore
gove
rnab
ility
" (P
usey
198
1:9
in M
oore
199
6b: 3
8):
One
Lite
racy
take
s it
for
gran
ted
that
teac
hing
lite
racy
in th
e fir
st la
ngua
ge
(if it
isn'
t Eng
lish
that
is)
take
s aw
ay ti
me
from
lite
racy
in E
nglis
h, th
at 't
ime
on
task
'is
unpr
oble
mat
ical
ly c
onne
cted
with
ulti
mat
e E
nglis
h pr
ofic
ienc
you
tcom
e. T
akin
g tim
e fo
r fir
st la
ngua
ge a
nd c
ultu
re li
tera
cy is
take
n to
mea
n
aim
ing
low
er',
pand
erin
g to
min
oriti
es, f
oreg
roun
ding
bac
kgro
und
and
not
real
isin
g th
at E
nglis
h is
indi
spen
sabl
e fo
r ec
onom
ic s
ucce
ss a
nd jo
bs. O
ne
Lite
racy
take
s it
as a
xiom
atic
that
Eng
lish
liter
acy
is m
ore
impo
rtan
t tha
n ot
her
kind
s of
lite
racy
and
dis
agre
es w
ith c
laim
s th
at y
ou c
an a
nd o
ught
to h
ave
both
(Dou
ble
Pow
er),
or
mor
e, b
ecau
se it
is c
onsi
dere
d th
at it
is ju
st s
o m
uch
mes
sing
abo
ut w
ith th
ings
that
oug
ht b
e to
sim
ple
and
clea
r-cu
t.
Of c
ours
e, it
isn'
t cle
ar c
ut, o
r no
t tha
t cle
ar c
ut. W
hile
it s
eem
s co
unte
rin
tuiti
ve to
cla
im th
at ti
me
spen
t on
Mor
e-th
an-O
ne-L
itera
cy (
bilit
erac
y) w
illno
t res
ult i
n de
terio
rate
d E
nglis
h la
ngua
ge p
rofic
ienc
y, th
is is
in fa
ct th
e w
idel
y
supp
orte
d co
nclu
sion
of s
usta
ined
em
piric
al r
esea
rch.
Add
itive
bili
ngua
l and
bilit
erat
e en
richm
ent i
s an
idea
who
se c
ontin
uing
ref
inem
ent h
as b
een
the
prod
uct o
f mor
e th
an th
ree
deca
des
of r
esea
rch
in s
ever
al c
ount
ries.
One
of
itsm
ost i
nflu
entia
lre
pres
enta
tions
has
been
inth
e no
w fa
mou
sin
terd
epen
denc
e hy
poth
esis
; (no
long
er a
hyp
othe
sis
sinc
eit
has
been
subj
ecte
d to
inte
nse
scru
tiny)
pro
pose
d m
ost c
lear
ly b
y O
ntar
io In
stitu
te fo
r
Stu
dies
in E
duca
tion
Res
earc
her
Dr
Jim
Cum
min
s in
the
mid
197
0s.
Ling
uist
ic in
terd
epen
denc
e is
bas
ed o
n th
e id
ea th
at th
ere
is a
com
mon
or
shar
ed p
rofic
ienc
y th
at u
nder
lies
the
two
lang
uage
s of
a b
iling
ual.
In e
duca
tion
this
hol
ds th
at th
e tw
o la
ngua
ges
are
intim
atel
y co
nnec
ted
in b
iling
ual
child
ren'
s le
arni
ng s
usta
inin
g ".
..the
wel
l sup
port
ed fi
ndin
g th
at th
e co
ntin
ued
deve
lopm
ent o
f bili
ngua
l chi
ldre
n's
two
lang
uage
s du
ring
scho
olin
gis
asso
ciat
ed w
ith p
ositi
ve e
duca
tiona
l and
ling
uist
ic c
onse
quen
ces"
(C
umm
ins
fort
hcom
ing
and
pers
onal
com
mun
icat
ion)
. In
a fo
rthc
omin
g bo
ok C
umm
ins
revi
ews
the
now
two-
deca
de lo
ng a
sses
smen
t of t
he in
terd
epen
denc
e id
ea (
and
a re
late
d bu
t dis
tinct
not
ion
abou
t thr
esho
ld r
elat
ions
hips
inac
adem
ic L
1
prof
icie
ncy
and
thei
rre
latio
nshi
pw
ith a
cade
mic
L2)
(C
umm
ins
[1 }
fort
hcom
ing,
Cum
min
s 19
96).
Cum
min
s' a
nd o
ther
s' w
ork
on th
ein
terd
epen
denc
e (n
ot m
erel
y th
e co
nnec
tion
or a
ssoc
iatio
n) b
etw
een
Ll a
nd
L2 p
rofic
ienc
y in
bili
ngua
l chi
ldre
nis
a c
ount
er to
the
'tim
e on
task
'ap
proa
ches
to le
arni
ng E
nglis
h lit
erac
y, b
ecau
se it
arg
ues
that
und
er c
erta
in
cond
ition
s le
ss in
itial
inst
ruct
ion
in th
e L1
will
res
ult i
n eq
ual o
r gr
eate
rev
entu
al L
2 pr
ofic
ienc
y. T
hese
con
ditio
ns a
re th
ose
of e
duca
tiona
lly s
uppo
rtiv
e
addi
tive
bilin
gual
and
bili
tera
te e
duca
tion.
Of c
ours
e, le
arni
ng s
econ
d la
ngua
ges
inev
itabl
y in
volv
es le
arni
ng s
econ
d
liter
acie
s (L
othe
ringt
on 2
000)
and
can
sup
port
Eng
lish
liter
acy
as w
ell.
But
this
is a
Cat
egor
y A
issu
e, in
whi
ch le
arne
rs s
ecur
e in
thei
r E
nglis
h ad
d sk
ill in
an
addi
tiona
l lan
guag
e an
d its
lite
racy
. For
Cat
egor
y B
the
lang
uage
s co
ncer
ned
are
not '
seco
nd' a
nd th
eref
ore
addi
tiona
l but
'firs
ts' l
angu
ages
and
ther
efor
e
0 m -I a 0 a 0 C a p. 0 m a 11
0 z p. 10 0 X 0 0 10
inte
llect
ually
foun
datio
nal.
Eng
lish
is s
econ
d, s
eque
ntia
lly, a
nd, b
ecau
se o
f
this
, sec
ond
also
in te
rms
of c
hild
ren'
s ne
ed fo
r un
inte
rrup
ted
lear
ning
bet
wee
n
hom
e/m
othe
r to
ngue
con
cept
ual d
evel
opm
ent a
nd s
choo
l /se
cond
lang
uage
conc
eptu
al d
evel
opm
ent.
The
rel
atio
nshi
p be
twee
n la
ngua
ges
(i.e.
bili
ngua
l ski
ll ga
ined
in s
choo
ling)
and
(Eng
lish)
lite
racy
has
bee
n an
impo
rtan
t are
a of
res
earc
h fo
r de
cade
s. T
he
cons
ensu
s fr
om A
ustr
alia
n an
d in
tern
atio
nal r
esea
rch
is th
at la
ngua
ges
lear
ning
has
eith
er a
neu
tral
impa
ct o
r a
posi
tive
impa
ct o
n no
n-E
nglis
h sp
eaki
ngba
ckgr
ound
lear
ners
' Eng
lish
liter
acy
perf
orm
ance
, dep
endi
ng o
n w
hich
aspe
cts
of E
nglis
h lit
erac
y pe
rfor
man
ce a
re is
olat
ed a
nd h
ow th
e va
riabl
es a
re
cont
rolle
d.It
also
dep
ends
on
wha
t we
call
thin
gs. I
f 'co
gniti
ve a
dvan
tage
s'
incl
udes
ver
bal a
bilit
ies
such
as
conc
ept a
nd v
ocab
ular
y kn
owle
dge,
dedu
ctiv
e ve
rbal
rea
soni
ng, a
nd m
etal
ingu
istic
kno
wle
dge,
then
suc
h'c
ogni
tive'
mea
sure
s ar
e en
hanc
ed a
s a
resu
lt of
add
itive
bili
ngua
l enr
ichm
ent,
if 'c
ogni
tive
adva
ntag
es' m
eans
'non
-ver
bal'
only
then
bili
ngua
l enr
ichm
ent i
s
inco
nsis
tent
ly o
r w
eakl
y as
soci
ated
with
it.
If w
e ta
ke 'r
eadi
ng' a
s a
prox
y fo
r lit
erac
y pe
rfor
man
ce in
mor
e ge
nera
lte
rms
then
the
bulk
of r
elia
ble
evid
ence
sim
ilarly
doe
s no
t aug
ur w
ell f
or O
ne
Lite
racy
sim
plifi
catio
ns.
The
res
earc
h sh
ows
that
the
abili
ty to
rea
d tr
ansf
ers
acro
ss la
ngua
ges.
Thi
s
happ
ens
even
whe
n th
e w
ritin
g sy
stem
s ar
e di
ffere
nt. S
tudi
es c
ited
in K
rash
en
(199
6) in
dica
te th
at r
eadi
ng a
bilit
y tr
ansf
ers
from
Chi
nese
to E
nglis
h, J
apan
ese
to E
nglis
h, V
ietn
ames
e to
Eng
lish,
Tur
kish
to D
utch
; Cum
min
s (f
orth
com
ing)
show
s ev
iden
ce fo
r st
artin
g re
adin
g ab
ility
bei
ng d
epen
dent
in L
2 ba
sed
on
know
ledg
e of
spo
ken
L2 a
t ini
tial l
evel
s of
rea
ding
but
muc
h en
hanc
ed w
hen
base
d on
Ll r
eadi
ng (
see
also
Cum
min
s 19
96).
Whe
ther
tran
sfer
is in
volv
ed o
r no
t the
re a
re m
ajor
issu
es o
f ach
ieve
men
t
For
indi
geno
us c
hild
ren
Eng
lish
liter
acy
resu
lts h
ave
been
con
sist
ently
low
and
stud
ents
from
a la
ngua
ge b
ackg
roun
d ot
her
than
Eng
lish
on a
vera
ge h
ave
low
er E
nglis
h lit
erac
y le
vels
than
stu
dent
s fr
om E
nglis
h sp
eaki
ng b
ackg
roun
ds
(Mas
ters
and
For
ster
199
7:20
). C
ahill
(19
96)
has
also
rep
orte
d si
mila
rdi
fficu
lties
for
ES
L le
arne
rs.
The
bi p
art o
f bili
ngua
l and
bili
tera
te is
ofte
n ov
erlo
oked
by
its c
ritic
s,pr
efer
ring
to s
ee b
iling
ual a
nd b
ilite
rate
edu
catio
n as
a m
etho
dolo
gy fo
r th
e
negl
ect o
f Eng
lish
rath
er th
an a
pro
gram
of p
edag
ogic
al in
terv
entio
n fo
r tw
o-
lang
uage
mas
tery
.
Lite
racy
tran
sfer
s do
not
just
occ
ur a
cros
s la
ngua
ges
and
scrip
ts, b
ut a
cros
s
cont
exts
and
with
in la
ngua
ges
and
scrip
ts. O
ne L
itera
cy is
hoo
ked
on th
e id
ea
of in
nocu
latio
n. E
arly
lite
racy
inte
rven
tion
acts
like
a k
ind
of p
rote
ctio
n ag
ains
t
adul
t lite
racy
pro
blem
s, k
ids'
lite
racy
per
form
ance
in s
cien
ce a
nd m
athe
mat
ics
base
d su
bjec
ts, o
ther
sub
ject
are
as li
tera
cy p
ract
ices
and
req
uire
men
ts,
seco
ndar
y sc
hool
lite
racy
dem
ands
and
oth
er k
inds
of l
itera
cy w
hich
may
hav
e
mor
e or
less
inte
grat
ion
with
imag
e (m
ovin
g or
stil
l), ic
on, t
echn
olog
y an
d so
on. T
hese
ack
now
ledg
emen
ts w
ould
req
uire
a li
tera
cy p
olic
y in
whi
chco
mpl
ex a
nd m
ulti-
face
ted
inte
rven
tions
wou
ld b
e ce
ntra
l rat
her
than
mar
gina
l.
CU
LTU
RA
L IN
SIG
HT
S F
RO
M B
ILIT
ER
AC
YF
or c
hild
ren
who
are
lear
ning
lang
uage
s w
here
the
writ
ing
syst
em is
bas
ed o
n
Rom
an s
crip
t the
cro
ss li
ngua
l im
pact
of L
1 (n
on-E
nglis
h) li
tera
cy is
not
icea
ble
and
posi
tive.
The
dat
a th
at I'
m ta
lkin
g ab
out a
re n
ot e
ven
isol
ated
just
toch
ildre
n w
ho s
tudy
the
lang
uage
for
a lo
ng p
erio
d of
tim
e an
d ac
hiev
e a
high
leve
l of s
kill
in it
. The
re is
sup
port
ive
evid
ence
from
som
e M
elbo
urne
sch
ools
whe
re E
nglis
h sp
eaki
ng c
hild
ren
who
had
bee
n st
udyi
ng It
alia
n fo
r sh
ort
perio
ds o
nly
of b
etw
een
6 an
d 8
mon
ths.
The
se c
hild
ren'
s E
nglis
h w
ord
atta
ck
and
wor
d pr
epar
edne
ss s
kills
wer
e si
gnifi
cant
ly b
ette
r th
an th
ose
of c
ontr
ol
grou
ps w
ho w
ere
lear
ning
onl
y in
Ital
ian
or o
nly
in E
nglis
h (s
ee L
o B
ianc
o an
d
Fre
ebod
y 19
97).
The
re m
ay b
e so
met
hing
abo
ut th
e ob
ject
ifyin
g ef
fect
of l
earn
ing
that
the
sam
e so
unds
can
be
repr
esen
ted
in a
diff
eren
t way
, gra
pho-
phon
emic
ally
, tha
t
prod
uces
the
idea
in c
hild
ren
that
ther
e is
a k
ind
of a
rbitr
arin
ess
abou
t writ
ing.
Thi
s se
ems
to m
ake
it po
ssib
le fo
r ch
ildre
n to
und
erst
and
the
rela
tions
hip
betw
een
scrip
t and
spo
ken
lang
uage
form
mor
e re
adily
.
The
re is
con
side
rabl
e ev
iden
ce fr
om A
ustr
alia
and
from
oth
er E
nglis
hsp
eaki
ng c
onte
xts
that
indi
cate
s th
at fo
r E
nglis
h sp
eaki
ng c
hild
ren
stud
ying
a
lang
uage
oth
er th
an E
nglis
h th
e aw
aren
ess
of th
e ar
bitr
ary
natu
re o
f the
writ
ing
syst
em th
at E
nglis
h us
es c
omes
ear
lier
and
mor
e pr
ofou
ndly
to th
em th
an it
othe
rwis
e w
ould
.
In fa
ct it
wou
ld h
ardl
y co
me
at a
ll if
you
just
ass
umed
that
the
writ
ing
syst
em
that
you
use
and
the
lang
uage
that
you
use
are
the
only
way
that
it's
pos
sibl
e
to w
rite
and
spea
k.
Chi
ldre
n le
arni
ng d
iffer
ent l
angu
ages
with
diff
eren
t scr
ipts
see
m to
dev
elop
an e
arly
aw
aren
ess
that
eve
n ba
sic
conv
entio
ns li
ke h
ow p
rint i
s re
pres
ente
d
on p
aper
are
arb
itrar
y or
cul
tura
l and
can
gai
n fr
om th
ese
insi
ghts
idea
s ab
out
0 a 0 m" 0
1213
0 z m 0 0 rp 1 0 1 PO .10 14
writ
ing
as a
con
stru
cted
art
efac
t of h
uman
soc
ietie
s.T
his
kind
of c
ultu
ral a
war
enes
s of
div
ersi
ty is
of c
ours
e on
ly v
alua
ble
if yo
u
com
men
ce w
ith th
e id
ea th
at d
iver
sity
is v
alua
ble,
and
that
publ
ic e
duca
tion
shou
ld h
ave
a pl
ural
ist o
rient
atio
n to
soc
iety
, and
life
in g
ener
al, a
s on
e of
its
goal
s. O
ne L
itera
cy m
ay n
ot s
hare
suc
h go
als.
Bot
h C
ateg
ory
A a
nd C
ateg
ory
B la
ngua
ge p
rogr
ams
can
gain
just
ifica
tion
and
supp
ort f
rom
suc
h cu
ltura
l and
cros
s-cu
ltura
l ins
ight
bec
ause
bot
h ar
e pr
edic
ated
on
the
assu
mpt
ion
that
dive
rsity
is in
here
ntly
impo
rtan
t and
one
of t
he fu
ndam
enta
l pur
pose
s an
d
fulfi
lmen
ts o
f pub
lic a
nd c
ompu
lsor
y ed
ucat
ion.
PO
LIC
Y L
ITE
RA
CY
The
rea
sons
and
the
polit
ics
behi
nd w
hy C
ateg
ory
B la
ngua
ges
have
bee
nm
ade
vuln
erab
le to
One
Lite
racy
are
impo
rtan
t and
inte
rest
ing.
To
unde
rsta
nd
the
doub
le s
tand
ard,
and
to c
onte
st it
, req
uire
s us
as
lang
uage
s te
ache
rs o
r
rese
arch
ers,
and
our
pro
fess
iona
l ass
ocia
tions
, to
deve
lop
anot
her
kind
of
liter
acy.
I ca
ll th
is 'p
olic
y lit
erac
y'.
It is
cle
ar th
at th
ere
is o
ften
mor
e to
pol
icy
than
the
face
leve
l cla
ims
mad
e by
Min
iste
rs a
nd D
epar
tmen
ts a
roun
d th
eir
polic
y an
noun
cem
ents
.P
olic
y lit
erac
y is
not
mer
ely
need
ed to
inte
rpre
t and
und
erst
and
wha
t we
are
hand
ed a
s 'p
olic
y' b
y th
ose
who
gov
ern
us. W
e ne
ed to
be p
olic
y lit
erat
e
so th
at w
e ca
n fo
rm c
oalit
ions
of i
nter
est b
etw
een
teac
hers
and
prof
essi
onal
asso
ciat
ions
who
rep
rese
nt m
inor
ity la
ngua
ge in
tere
sts
with
thos
e w
hore
pres
ent '
seco
nd' l
angu
age
inte
rest
s to
adv
ance
a b
ette
r tr
eatm
ent o
f lan
guag
e
inte
rest
s in
gen
eral
, and
min
ority
one
s in
par
ticul
ar. F
or m
e th
is m
eans
apr
ojec
t of c
ount
erpo
sing
the
ideo
logy
of D
oubl
e P
ower
to th
e id
eolo
gy o
f One
Lite
racy
.P
art o
f thi
s po
licy
liter
acy
is to
iden
tify
the
One
Lite
racy
sle
ight
of
hand
; it f
eign
s co
ncer
n w
ith th
e re
stric
ted
soci
al o
ppor
tuni
ties
of m
inor
ities
but
its o
ffer
cont
ains
a c
ondi
tiona
l cla
use.
One
Lite
racy
pur
port
s to
adv
ance
'soc
ially
em
pow
erin
g lit
erac
y sk
ills'
but
it d
eman
ds a
ssim
ilativ
e co
mpr
omis
e.
Itis
pre
mis
ed o
n a
flaw
ed c
omm
itmen
t to
back
grou
ndin
g di
ffere
nce,
and
back
grou
nd. I
t is
not E
nglis
h lit
erac
y th
at D
oubl
e P
ower
con
test
s, b
ut E
nglis
h-
liter
acy-
only
.In
his
ana
lysi
s of
pol
icy
Bal
l (19
93)
dist
ingu
ishe
s be
twee
n po
licy
as te
xt (
the
legi
slat
ive
or a
dmin
istr
ativ
e do
cum
ents
that
ann
ounc
e po
licy)
and
pol
icy
as
disc
ours
e (t
he ta
lkin
g an
d w
ritin
g th
at g
oes
alon
g w
ith th
e m
akin
g of
pol
icie
s).
It is
to s
uch
a w
ider
not
ion
of p
olic
y th
at w
e w
ill h
ave
to tu
rn to
see
mos
t
clea
rly th
e an
ti-pl
ural
ist a
gend
a to
whi
ch O
ne L
itera
cy h
as d
edic
ated
itse
lf.
Pol
icy
text
s ca
n be
pris
tine
in th
eir
genu
flect
ion
to p
lura
lism
, to
mul
tiple
cultu
ral a
nd li
ngui
stic
rea
litie
s; w
hile
giv
ing
life
to p
rogr
ams
and
pres
sure
s th
at
nega
te in
stitu
tiona
l and
soc
ial s
pace
for
plur
alis
m.
TH
E O
RIG
INS
, CLA
IMS
AN
D M
OD
US
OP
ER
AN
DI
OF
ON
E L
ITE
RA
CY
One
Lite
racy
is m
y na
me
for
an u
ndec
lare
d m
ovem
ent.
I arg
ue th
at O
neLi
tera
cy c
omm
ence
d w
ith th
e ba
ckla
sh a
gain
st m
ultic
ultu
ralis
m p
rogr
essi
vely
deve
lopi
ng in
Fed
eral
pol
icy
on e
duca
tion
for
mos
t of t
he 1
990s
. I th
ink
the
Aus
tral
ian
Lang
uage
and
Lite
racy
Pol
icy
of 1
992,
issu
ed b
y M
inis
ter
John
Daw
kins
(si
gnifi
cant
ly ti
tled
Aus
tral
ia's
Lan
guag
e) c
omm
ence
d th
is p
roce
ss o
f
'talk
ing
dow
n' p
lura
list
inte
rpre
tatio
ns o
f edu
catio
n, a
nd d
ista
ncin
gm
ultic
ultu
ralis
m a
s a
basi
s fo
r m
akin
g la
ngua
ge p
olic
y. M
ost F
eder
al M
inis
ters
and
man
y S
tate
Min
iste
rs s
ince
then
hav
e en
gage
d in
the
'div
isiv
epr
iorit
isat
ion'
(M
oore
199
6) th
at h
as b
een
a te
chni
que
of O
ne L
itera
cy.
In a
dditi
on to
'div
isiv
e pr
iorit
isat
ion'
One
Lite
racy
has
eng
aged
in a
noth
er
met
hod
for
adva
ncin
g its
cau
se th
at I
wou
ld li
ke to
cal
l the
not
ion
of a
nex
clus
ive
natio
nal i
nter
est T
he id
ea is
that
now
that
lite
racy
has
bee
n ad
mitt
ed
to th
e re
alm
of n
atio
nal p
olic
y in
tere
st th
e vi
ews
of c
omm
unity
mem
bers
,so
cial
min
oriti
es a
nd 'p
rofe
ssio
nals
' are
judg
ed to
be
self
serv
ing
and
kept
at a
dist
ance
. The
exc
lusi
ve n
atio
nal i
nter
est i
s ne
sted
in a
prim
arily
eco
nom
ic v
iew
of p
ublic
pol
icy,
and
lite
racy
has
bee
n tr
ansf
erre
d in
to th
at d
omai
n.
One
Lite
racy
has
sin
ce b
een
take
n to
its
zeni
th le
vels
by
Dr
Kem
p's
liter
acy
agen
da o
f 199
7, d
urin
g w
hich
tim
e it
beca
me
prom
oted
to a
cris
is (
Fre
ebod
y
1997
and
199
8).
One
Lite
racy
's g
oal a
nd a
gend
a is
for
a si
ngul
ar, m
easu
rabl
e, n
arro
wly
defin
ed, E
nglis
h-on
ly li
tera
cy to
be
appl
ied
to a
ll sc
hool
ing
in A
ustr
alia
. The
Pol
icy
text
s do
n't e
xplic
itly
decl
are
muc
h of
wha
t the
pro
gram
s, fu
ndin
g,as
sess
men
t mod
es a
nd c
riter
ia, b
urea
ucra
tic a
nd o
rgan
isat
iona
l del
iver
y m
odes
even
tual
ly c
onst
itute
. A s
trat
egy
of O
ne L
itera
cy is
atta
ch it
self
to tw
o si
de
disc
ours
es: t
he E
xclu
sive
Nat
iona
l Int
eres
t and
Fut
ure
Em
ploy
men
t. O
neLi
tera
cy is
the
natio
nal i
nter
est a
nd jo
bs. A
nd r
elat
edly
the
right
to d
eter
min
e
the
natio
nal a
gend
a.It
impl
es h
eavi
ly th
at m
inor
ities
(an
d of
ten
the
prof
essi
onal
s w
ho w
ork
with
them
) ar
e se
lf-se
rvin
g an
d th
eref
ore
inca
pabl
e of
wha
teve
r it
take
s to
hav
e an
y in
put i
nto
the
natio
nal i
nter
est.
Thi
s cl
aim
has
0 z m I. XI A 0 a 0 m 0 M X
15
0 m .4 m 10 n 0 10 0 41 0 st 16
the
biza
rre
poss
ibili
ty th
at th
ere
exis
ts s
ome
kind
of n
atio
n th
at is
sep
arat
e fr
om
the
peop
le th
at c
onst
itute
it.
Or
is it
that
som
e ci
tizen
s w
ill h
ave
polic
y do
ne to
them
or
done
for
them
whi
le th
e re
st o
f us,
as
One
Lite
rate
citi
zens
, are
free
to s
hape
our
ow
n fu
ture
s?
The
bin
ary
of b
asic
lite
racy
for
the
mas
ses
and
cultu
ral l
itera
cy fo
r th
e el
ites
is
by n
ow a
n ol
d pr
ogra
m.
One
Lite
racy
is c
once
rned
with
not
ions
of l
itera
cy a
s an
inst
rum
ent
prin
cipa
lly o
f the
com
petit
ive
econ
omic
pos
ition
ing
for
Aus
tral
ia in
OE
CD
rank
ings
aga
inst
sta
ndar
dise
d, in
tern
atio
nalis
ed te
sts.
To
do th
is it
hel
ps g
reat
ly
if A
ustr
alia
's le
arne
rs a
re a
s ho
mog
enou
s a
grou
p as
pos
sibl
e, a
nd th
eref
ore
subj
ect t
o as
sess
men
t reg
imes
bas
ed o
n st
atis
tical
and
edu
catio
nal
norm
alis
atio
n.O
ne L
itera
cy r
espo
nds
by s
ilenc
ing
the
diffe
renc
es th
atco
mpl
icat
e A
ustr
alia
's p
artic
ipat
ion
in in
tern
atio
nal r
anki
ng e
xerc
ises
, by
decl
arin
g th
at a
ny c
laim
s th
at la
ngua
ge b
ackg
roun
d di
ffere
nces
sho
uld
be
'take
n in
to a
ccou
nt' i
n as
sess
men
t (M
cKay
199
8a a
nd 1
998b
) ar
e un
acce
ptab
le
sinc
e th
ey r
equi
re a
dmitt
ing
to p
olic
y m
atte
rs th
at c
ompl
icat
e th
e pr
oced
ural
requ
irem
ents
of i
nter
natio
nal a
nd in
tra-
natio
nal c
ompa
rabi
lity.
One
Lite
racy
is a
n id
eolo
gy o
f sin
gula
rity,
ites
tabl
ishe
s a
divi
sive
prio
ritis
atio
n of
Eng
lish-
only
lite
racy
and
mar
gina
lises
oth
er li
tera
cy c
laim
s,in
clud
ing
non-
lang
uage
lite
raci
es, b
ut e
spec
ially
min
ority
lang
uage
s lit
erac
ies,
and
very
esp
ecia
lly in
dige
nous
min
ority
lite
raci
es. A
dult
liter
acy
prog
ram
s ar
e
mar
gina
lised
bec
ause
they
form
par
t of a
n id
eolo
gy w
hich
hol
ds th
at li
tera
cy
is a
set
of p
ract
ices
gro
unde
d in
soc
ial c
onte
xts
and
influ
ence
d by
tech
nolo
gy,
soci
al p
ositi
on a
nd r
elat
ions
hips
, adu
lt lit
erac
y is
par
t of a
cla
im o
n so
ciet
ies
for
a co
ntin
uing
edu
catio
n pr
ovis
ion
whi
ch g
over
nmen
ts s
eeki
ng s
mal
lnes
s of
targ
ets
and
goal
s, r
educ
tions
of o
utla
ys a
nd d
imin
utio
n of
res
pons
ibili
ties
do
not w
ant t
o he
ar.
One
Lite
racy
is a
dis
cour
se th
at tr
ansc
ends
pol
itica
l par
ties;
it h
as tw
oN
umbe
r O
ne ti
cket
hol
ders
, Joh
n D
awki
ns a
nd D
avid
Kem
p. M
r D
awki
ns is
the
left
hand
boo
k-en
d an
d D
r K
emp
the
right
, and
bet
wee
n th
ese
the
One
Lite
racy
cha
pter
has
bee
n w
ritte
n.
One
Lite
racy
is a
mod
e of
thin
king
abo
ut th
e ov
errid
ing
impo
rtan
ce o
f low
-
skill
s E
nglis
h lit
erac
y an
d of
the
'max
imum
exp
osur
e' r
oute
to a
mel
iora
ting
poor
mea
sure
d E
nglis
h lit
erac
y; s
uch
that
oth
er c
laim
s ar
e re
lega
ted
to th
e
perip
hery
of c
once
rn. L
ow s
kills
are
con
stru
cted
as
a pr
oble
m fo
r jo
bs a
nd a
s
a pr
oxy
mea
sure
for
aver
age
educ
atio
n le
vels
that
can
be
cont
rast
edin
tern
atio
nally
. Def
inin
g lit
erac
y na
rrow
ly a
nd a
ssoc
iatin
g'it
' with
the
econ
omy
are
notio
ns w
hich
wer
e in
augu
rate
d (p
erha
ps n
ot fu
lly e
xplic
itly)
in
Aus
tral
ia's
Lan
guag
e, a
nd ta
ken
furt
her
by M
r D
awki
ns in
his
pro
noun
cem
ents
on la
ngua
ge, h
is p
olic
y fu
ndin
g de
cisi
ons,
and
esp
ecia
lly in
atta
chin
g lit
erac
y
fund
ing
stro
ngly
to la
bour
mar
ket t
rain
ing.
Lite
racy
is n
ow a
sup
eror
dina
te te
rm th
at d
escr
ibes
prim
ary
educ
atio
n, it
s
goal
s an
d pu
rpos
es a
nd im
agin
es it
self
only
pos
sibl
e in
Eng
lish.
Not
'lite
racy
'
of c
ours
e bu
t. Li
tera
cy. T
his
polit
ics
of n
amin
g re
ache
d its
max
imal
poi
nt in
the
only
par
liam
enta
ry d
ebat
e in
rec
ent y
ears
on
the
hum
an r
ight
s in
volv
ed in
indi
geno
us la
ngua
ge m
aint
enan
ce. I
n th
at d
ebat
e, in
Dec
embe
r 19
98, t
heF
eder
al M
inis
ter
was
una
ble
even
to a
ssoc
iate
the
term
bili
ngua
l edu
catio
n
with
any
thin
g ot
her
than
som
ethi
ng c
alle
d 'li
tera
cy',
ther
eby
mak
ing
this
the
sole
nor
m a
gain
st w
hich
two-
lang
uage
edu
catio
n sh
ould
be
valid
ated
(Lo
Bia
nco
1999
b). V
alid
atin
g bi
lingu
al e
duca
tion
only
in te
rms
of E
nglis
h lit
erac
y
gain
s ha
s th
e pe
rver
se c
onse
quen
ce th
at if
test
ed la
ngua
ge o
utco
mes
from
a
give
n bi
lingu
al e
duca
tion
prog
ram
wer
e to
sho
w th
at it
was
'no
wor
se' i
n its
impa
ct o
n ch
ildre
n's
Eng
lish
liter
acy
than
, say
, ES
L or
Eng
lish
'sin
k or
sw
im'
subm
ersi
on, t
he p
rogr
am w
ould
com
e un
der
pres
sure
to c
lose
dow
n be
caus
e
the
cost
-ben
efit
logi
c of
pub
lic p
olic
y w
ould
dee
m it
too
expe
nsiv
e.H
owev
er, a
s th
e sa
me
deba
te r
evea
ls, t
his
asso
ciat
ion
of li
tera
cy w
ithE
nglis
h-on
ly a
nd b
iling
ual e
duca
tion
as b
eing
ove
rwhe
lmin
gly
conn
ecte
d w
ith
'lite
racy
' is
a tr
ansp
arty
-pol
itica
l too
l. I r
efer
to th
e in
terv
entio
ns b
y th
e Le
ader
of th
e O
ppos
ition
. Onc
e th
e O
ne L
itera
cy lo
gic
is m
anife
sted
in in
nocu
ous
soun
ding
thin
gs li
ke N
atio
nal P
erfo
rman
ce B
ench
mar
ks, N
atio
nal P
lans
, and
Nat
iona
lly A
gree
d pr
ogra
ms
of v
ario
us k
inds
One
Lite
racy
see
ms
to ta
ke o
n an
aura
of b
oth
com
mon
-sen
se a
nd in
evita
bilit
y. O
ne L
itera
cy ta
kes
its p
lace
in a
wid
er p
oliti
cal p
acka
ge th
at r
e-im
agin
es a
nd r
e-en
visi
ons
publ
ic c
ultu
re in
mon
olin
gual
and
mon
ocul
tura
l mod
es. T
o ar
gue
agai
nst t
hese
goo
d-so
undi
ng
and
Min
iste
rially
-res
pons
ible
con
stru
ctio
ns is
' to
seem
to b
e ra
inin
g on
the
para
de o
f pro
gres
s to
war
ds m
akin
g th
e pu
blic
aw
are
of w
hat t
he o
utco
mes
of
Com
mon
wea
lth o
utla
ys o
n ed
ucat
ion
are,
aga
inst
sen
sibl
e ad
min
istr
atio
n, a
nd
agai
nst g
over
nmen
t sin
cerit
y ab
out a
ddre
ssin
g 'u
nacc
epta
bly
low
lite
racy
stan
dard
s'.
In th
e U
nite
d S
tate
s th
e qu
estio
n of
the
rela
tion
betw
een
lear
ning
in a
seco
nd la
ngua
ge in
tran
sitio
nal b
iling
ual e
duca
tion
(initi
alfir
st la
ngua
ge
inst
ruct
ion
follo
wed
by
a ra
pid
tran
sfer
to E
nglis
h-on
ly in
stru
ctio
n) h
as a
lso
beco
me
a qu
estio
n of
eno
rmou
s po
litic
al s
igni
fican
ce. I
n a
rece
nt b
ook
Ste
phen
Kra
shen
eva
luat
es th
e ap
prop
riatio
n to
pol
itica
l end
s of
res
earc
h
0 m es 0 0 m 0 m .4
17
0 z no no X 0 a 0 m 0 0 18
evid
ence
in r
elat
ion
to th
e ou
tcom
es fr
om th
is k
ind
of b
iling
ual e
duca
tion
(Kra
shen
199
9). I
fear
the
sam
e w
ill e
volv
e he
re. O
ne L
itera
cy s
ays
that
to b
e
equa
l min
oriti
es m
ust b
e lik
e th
e re
st, p
art o
f One
Aus
tral
ia. B
ut s
urel
y th
eco
nditi
on o
f sam
enes
s fo
r in
exc
hang
e fo
r eq
ualit
y is
trul
y an
'una
ccep
tabl
ylo
w s
tand
ard'
giv
en th
e re
ality
of d
iffer
ence
; and
doo
med
to fa
ilure
giv
en th
e
perv
asiv
e as
soci
atio
n of
soc
ial b
ackg
roun
d fa
ctor
s w
ith e
duca
tiona
lat
tain
men
ts.
WH
AT
IS O
NE
LIT
ER
AC
Y'S
PR
OB
LEM
?
All
lang
uage
s ar
e w
hat E
nglis
h is
: for
ms
of s
peec
h an
d co
mm
unity
exp
ress
ed
in p
ract
ices
of c
omm
unic
atio
n w
hich
are
pos
sibl
e to
be
writ
ten
dow
n an
d th
at
have
a p
ossi
ble
kind
of c
onde
nsat
ion
in s
crip
t and
text
. Mor
e th
an o
ne is
bet
ter
than
one
.
Crit
ical
lite
racy
theo
rists
are
str
enuo
us in
thei
r ar
gum
ents
abo
ut th
e so
cial
ly
tran
sfor
mat
ive
pote
ntia
l of c
ritic
al li
tera
cy; a
rgui
ng th
at li
tera
cy te
achi
ng w
hich
focu
sses
on
code
-bre
akin
g lit
erac
y is
bas
al in
ped
agog
y as
wel
l as
in s
ocia
l
ambi
tion.
We
can
exte
nd th
is to
the
logi
cally
dou
bly
soci
ally
tran
sfor
mat
ive
pote
ntia
l of i
ntel
lect
ualis
ed a
nd a
cade
mic
ally
sus
tain
ed b
iling
ual c
ritic
allit
erac
y'.
It is
cle
ar th
at O
ne L
itera
cy is
not
muc
h co
ncer
ned
with
lang
uage
s in
gene
ral.
It is
equ
ally
cle
ar th
at it
is v
ery
conc
erne
d w
ith p
rogr
ams
that
onl
y
occu
r in
par
ticul
ar k
inds
of l
angu
ages
and
for
part
icul
ar k
inds
of A
ustr
alia
n
child
ren.
The
Pol
icy
as D
isco
urse
of O
ne L
itera
cy s
eem
s to
mea
n th
at th
ese
child
ren
shou
ld b
e lik
e ev
eryo
ne e
lse:
Eng
lish
spea
king
mon
olin
gual
s le
arni
ng
a fo
reig
n la
ngua
ge.
Com
mun
ities
that
aim
to tr
ansm
it lit
erac
y in
and
thro
ugh
non-
Eng
lish
lang
uage
s, fi
rst,
seem
to tr
oubl
e O
ne L
itera
cy b
ecau
se o
f the
pre
sum
ed d
amag
e
that
this
effo
rt w
ill h
ave
on E
nglis
h lit
erac
y. T
his
time-
on-t
ask
preo
ccup
atio
n is
unpr
oduc
tive
in b
iling
ual c
onte
xts
whe
re b
iling
ual a
dditi
ve e
nric
hmen
t is
impe
rativ
ely
just
ified
by
the
soci
al e
nviro
nmen
t of c
hild
ren'
s liv
es. W
orse
, for
One
Lite
racy
and
its
alte
r eg
o an
d in
telle
ctua
l pro
geni
tor,
One
Nat
ion,
to k
eep
a la
ngua
ge a
live,
and
to tr
ansm
it it
inte
rgen
erat
iona
lly, r
equi
res
cert
ain
kind
s of
inst
itutio
ns a
nd s
ocia
l spa
ce fo
r th
e sp
eake
r co
mm
uniti
es. I
t is
an e
stab
lishe
d
prin
cipl
e of
soc
io-li
ngui
stic
s th
at th
ese
soci
al a
nd la
ngua
ge d
omai
ns m
ust b
e
for
the
prin
cipa
l occ
upan
cy o
f the
min
ority
lang
uage
for
it to
flou
rish.
Giv
en
the
pow
er d
ispa
ritie
s be
twee
n E
nglis
h an
d m
inor
ity la
ngua
ges
in A
ustr
alia
thes
e do
mai
ns w
ill b
e in
vade
d ra
pidl
y by
the
excl
usiv
e us
e of
Eng
lish
if
ener
getic
com
part
men
talis
ing
arra
ngem
ents
and
effo
rts
are
not m
ade
to r
etai
n
activ
e an
d no
n-rit
ual u
se th
e ot
her
lang
uage
. Eve
ntua
lly la
ngua
ge s
hift
wou
ld
take
pla
ce a
nd th
ese
dom
ains
wou
ld g
ive
way
tota
lly to
Eng
lish.
The
pro
blem
for
One
Lite
racy
is th
at th
e in
stitu
tiona
l spa
ce th
at m
inor
ity
lang
uage
s an
d co
mm
uniti
esre
quire
for
inte
rgen
erat
iona
lla
ngua
ge
tran
smis
sion
mus
t be
com
mun
ity c
ontr
olle
d or
at l
east
sub
ject
to th
e in
tere
sts
and
influ
ence
of m
inor
ity la
ngua
ge c
omm
uniti
es a
nd th
e pa
ce a
nd n
atur
e of
chan
ge r
egul
ated
by
them
. The
val
idat
ion
of p
rogr
ess
and
lear
ning
mus
t be
judg
ed a
gain
st n
orm
s in
tern
al to
the
com
mun
ity; n
egot
iate
d al
ongs
ide
mai
nstr
eam
inst
itutio
nal e
xpec
tatio
ns. T
his
requ
ires
the
cont
rol o
f res
ourc
es,
influ
ence
ove
r in
stitu
tiona
l str
uctu
res
and
arra
ngem
ents
that
wou
ld e
stab
lish
com
mun
ity n
orm
s in
ass
ocia
tion
with
wid
er s
ocia
l and
eco
nom
ic p
aram
eter
s
as b
ench
mar
ks o
f suc
cess
.
Itis
inev
itabl
e (s
ocia
l and
eco
nom
ic fo
rces
mak
e it
so)
that
in s
uch
envi
ronm
ents
the
dem
and
for
Eng
lish
liter
acy
will
be
insi
sten
t and
hig
h.D
espi
te it
s se
lf-ch
arac
teris
atio
n, O
ne L
itera
cy is
not
a r
espo
nse
to c
omm
unity
dem
ands
for
givi
ng m
inor
ity la
ngua
ge c
hild
ren
cont
rol o
ver
soci
ety'
s m
ost
pow
erfu
l sem
iotic
cod
e. O
ne L
itera
cy is
a c
aric
atur
e, a
set
of s
impl
ifica
tions
of
liter
ate
prac
tice
with
a d
esire
to s
tand
ardl
y im
pose
thes
e on
to a
ll of
pub
lic
educ
atio
n.T
he fo
rthr
ight
rej
ectio
n by
the
grea
t maj
ority
of i
ndig
enou
sco
mm
uniti
es in
late
199
8 of
the
narr
ow c
riter
ia fo
r ju
dgm
ent o
f bili
ngua
led
ucat
ion'
s re
sults
indi
cate
s th
at O
ne L
itera
cy d
oes
not e
mer
ge fr
omco
mm
unity
con
cern
abo
ut E
nglis
h lit
erac
y ac
hiev
emen
ts o
f min
ority
pup
ils. I
tspr
escr
iptio
ns a
re a
cul
tura
l, ec
onom
ic a
nd s
ocia
l pric
e to
o hi
gh to
pay
.
I sha
re th
e sk
eptic
ism
that
Mar
tin N
akat
a (1
999:
16)
exp
ress
es a
bout
the
abus
e of
'cul
tura
l pre
serv
atio
nist
' arg
umen
ts th
at s
eek
to r
egul
ate
the
kind
of
atte
ntio
n to
Eng
lish
liter
acy
achi
evem
ents
that
indi
geno
us, o
r fo
r th
at m
atte
r,
all,
lingu
istic
min
oriti
es s
eek.
The
key
wor
d is
abu
se. L
angu
age
and
trad
ition
al
cultu
re a
re n
ot a
ll th
ere
is to
iden
tity.
And
the
bi-p
art o
f bili
ngua
l and
bili
tera
te
educ
atio
n pr
ovid
es a
mpl
e sp
ace
for
Nak
ata'
s ju
stifi
ed in
sist
ence
of e
nhan
ced
Eng
lish
liter
acy
peda
gogy
.In
my
criti
que
of O
ne L
itera
cy I
shar
e N
akat
a's
caut
ion
agai
nst p
ater
nalis
tic p
olic
ies
that
offe
r a
kind
of p
allia
tive
iden
tity.
Whe
n he
arg
ues
that
"the
teac
hing
of E
nglis
h is
gea
red
dow
n, d
own
to
func
tiona
l pur
pose
s" w
e w
ould
do
wel
l to
reca
ll th
at it
has
bee
n m
inor
ityla
ngua
ge c
omm
uniti
es (
see
Cah
ill 1
996)
who
hav
e be
en in
the
fore
fron
t of
advo
cacy
for
appr
opria
te a
nd a
dequ
ate
atte
ntio
n to
Eng
lish
teac
hing
for
min
oriti
es in
Aus
tral
ia. I
t is
inde
ed a
n ab
use
for
som
ethi
ng c
alle
d 'c
ultu
ral
0 z m p. on 0 0 m 9 0 on l 19
0 z X 0 0 0 X .1)
20
pres
erva
tion'
invo
lvin
g th
e te
achi
ng o
f tra
ditio
nal l
angu
ages
to b
e ".
.. us
ed to
unde
rmin
e th
e ar
gum
ents
for
teac
hing
Eng
lish
(Nak
ata
1999
:17)
.
Firs
t lan
guag
e co
gniti
ve a
bilit
ies
(esp
ecia
lly if
the
mea
sure
s em
ploy
ed to
trac
k th
ese
abili
ties
incl
ude
verb
al p
erfo
rman
ce in
dice
s) r
elat
e to
sec
ond
lang
uage
cog
nitiv
e an
d ac
adem
ic la
ngua
ge p
erfo
rman
ce in
inte
rdep
ende
nt
way
s; th
e tw
o la
ngua
ges
of b
iling
ual c
hild
ren
are
not b
rain
-sep
arat
ebu
t
intim
atel
y co
nnec
ted.
It is
sal
utar
y to
rea
d C
ahill
(19
96)
for
the
long
his
tory
of p
re-m
ultic
ultu
ral
educ
atio
nal i
nequ
ality
(w
hen
Eng
lish-
only
is a
ll th
ere
was
, and
whe
n O
ne
Lite
racy
was
ont
olog
y). W
e ca
n on
ly d
escr
ibe
that
edu
catio
nal p
ract
ice
asne
glec
tful s
ubm
ersi
on. A
buo
yant
sec
onda
ry la
bour
mar
ket a
bsor
bed
imm
igra
nt y
oung
peo
ple
for
who
m s
choo
ls d
id li
ttle
and
for
indi
geno
usch
ildre
n th
e ge
nera
l soc
ieta
l apa
thy
and
indi
ffere
nce
mea
nt in
terg
ener
atio
nal
negl
ect o
f ext
rem
e pr
opor
tions
.P
ublic
adv
ocac
y, e
ven
mili
tanc
y, fo
r cu
ltura
l div
ersi
ty g
rew
from
and
out
of
a pr
ior
and
conn
ecte
d co
mm
itmen
t to
just
ice
and
equa
lity
in th
e ed
ucat
ion
ofm
inor
ities
. Soc
ially
tran
sfor
mat
ive
obje
ctiv
es e
mer
ged
from
an
initi
al fo
cus
on
the
life
chan
ces
and
oppo
rtun
ities
for
child
ren
who
se li
ngui
stic
and
cul
tura
lba
ckgr
ound
s co
rrel
ated
with
soc
ial a
nd e
cono
mic
dis
adva
ntag
es a
nd w
hich
had
resu
lted
in d
ecad
es o
f ass
imila
tive
pres
sure
, and
edu
catio
nal n
egle
ct.
Is it
a m
ere
coin
cide
nce
that
am
ong
the
educ
atio
nal i
nter
vent
ions
mos
tda
mag
ed b
y O
ne L
itera
cy h
as b
een
ES
L?
DO
UB
LE P
OW
ER
I hav
e ar
gued
aga
inst
One
Lite
racy
and
cal
led
its p
resc
riptio
n na
rrow
and
dam
agin
g. I
advo
cate
a d
iffer
ent k
ind
of li
tera
cy.
I adv
ocat
e A
ustr
alia
n Li
tera
cies
. Thi
s in
volv
es th
e m
aste
ry o
f the
mul
tiple
code
s (la
ngua
ges
and
othe
r se
mio
tic s
yste
ms)
, div
erse
mod
es (
prin
t, el
ectr
onic
and
othe
r) a
nd p
lura
l mea
ning
s (p
artic
ipat
ory
notio
n of
citi
zens
hip
with
in a
unite
d bu
t mul
ticul
tura
l pol
ity)
of li
tera
te p
ract
ice
in c
onte
mpo
rary
Aus
tral
ia.
The
se c
odes
, mod
es a
nd m
eani
ngs
invo
lve
Aus
tral
ian
Eng
lish,
indi
geno
usva
rietie
s of
Aus
tral
ian
Eng
lish,
and
oth
er c
omm
unity
and
fore
ign
lang
uage
s;
liter
acie
s of
lang
uage
and
non
lang
uage
lite
raci
es p
lus
criti
cally
eng
aged
kin
ds
of w
ritin
g an
d re
adin
g fo
r po
wer
and
a c
itize
nshi
p of
par
ticip
atio
n.
Aca
dem
ic-li
tera
te E
nglis
h ob
ject
ives
and
ped
agog
ical
pra
ctic
es a
re
intim
atel
y pa
rt o
f Aus
tral
ian
Lite
raci
es.
Mon
olin
gual
Eng
lish
liter
acy
wou
ld d
epriv
e A
ustr
alia
ns o
f ins
ight
s in
to
wor
lds
fash
ione
d ou
tsid
e of
Eng
lish
thin
king
(w
orld
s ac
tivat
ed d
aily
by
mill
ions
of o
ther
s in
clud
ing
othe
r A
ustr
alia
ns)
and
in a
tim
e of
rap
id a
nd a
lmos
t-co
mpl
ete
glob
alis
atio
n, w
orld
s pr
ofou
ndly
rel
evan
t to
Aus
tral
ian
publ
ic p
olic
y.
Lang
uage
lite
racy
alo
ne w
ould
dep
rive
Aus
tral
ians
of t
echn
olog
ical
, art
istic
and
othe
r hy
brid
and
non
-prin
t fite
raci
es. A
nd, m
akin
g lo
w o
rder
rou
tines
syno
nym
ous
with
lite
racy
and
the
obje
ctiv
e of
Lite
racy
Pol
icy
wou
ld d
epriv
eA
ustr
alia
ns o
f crit
ical
eng
agem
ent w
ith te
xts
that
don
't, a
fter
all,
sim
ply
and
unpr
oble
mat
ical
ly c
arry
the
wor
ld's
mes
sage
s, b
ut w
hich
sha
pe, f
ashi
on,
crea
te a
nd c
onst
rain
the
poss
ible
wor
lds
we
inha
bit.
Crit
ical
and
pro
duct
ive
liter
acie
s, r
eade
rly a
nd w
riter
ly li
tera
cies
, lite
raci
es fo
r ac
tive
and
part
icip
ator
y
citiz
ensh
ip is
a m
ore
appr
opria
te li
tera
cy g
oal t
han
One
Lite
racy
.
Man
daw
ay Y
unup
ingu
sai
d it
bette
r w
hen
he p
oint
ed o
ut th
at '.
..bec
omin
g
an e
duca
ted,
lite
rate
per
son
in a
nd a
cros
s tw
o cu
lture
s, Y
olng
u an
dB
alan
da'
give
s D
oubl
e P
ower
.
0 z m PI U 0 X 0 F 0 U
21
EN
DN
OT
ES
z m1
In s
choo
ling
ther
e ar
e en
titie
s ca
lled
Lang
uage
, Lan
guag
es a
nd L
itera
cy
Whi
le fe
w s
choo
ls w
ould
nam
e an
ent
ity c
alle
d Li
tera
cies
inth
eir
curr
icul
um p
lans
the
term
is g
row
ing
in p
opul
arity
. The
re s
eem
to b
e fo
ur
mai
n so
urce
s fo
r th
is.
Tea
cher
s an
d re
sear
cher
s of
lang
uage
s, e
spec
ially
thos
e co
ncer
ned
with
non-
alph
abet
ic li
tera
cy w
ho s
ee 'r
eadi
ng a
nd w
ritin
g' in
diff
eren
t scr
ipt
form
s as
dem
andi
ng d
iffer
ent p
edag
ogic
al a
ppro
ache
s an
d ta
ppin
g
diffe
rent
lear
ner
syst
ems.
The
wid
espr
ead
adop
tion
of th
e te
rm L
itera
cy a
s a
sort
of i
ndex
of
'com
pete
nt fu
nctio
ning
' in
som
e fie
ld (
e.g.
Asi
a lit
erac
y, P
oliti
cal l
itera
cy,
Soc
ial l
itera
cy)
Ant
hrop
olog
ical
ly-o
rient
ed r
esea
rch
wor
k (in
fluen
ced
by s
uch
peop
le a
s
Shi
rley
Bric
e H
eath
in th
e U
S a
nd B
rian
Str
eet i
n th
e U
K)
whi
ch s
ees
liter
acy
as a
kin
d of
ass
embl
age
of p
ract
ices
that
var
y ac
cord
ing
toco
ntex
t and
pur
pose
and
not
ther
efor
e w
ell u
nder
stoo
d as
a u
nita
ryca
pabi
lity
that
is tr
ansf
erab
le o
ver
time
and
plac
e, a
nd in
clud
ing
acr
itica
l lite
racy
dim
ensi
on in
whi
ch in
fluen
ce, i
deol
ogy
and
posi
tiona
lity
in te
xts
is id
entif
ied
and
disc
usse
d, a
nd in
whi
ch s
tude
nts
are
taug
htpo
wer
ful r
egis
ters
of w
ritin
g an
d re
adin
g.
2 S
ee a
rtic
les
by M
cKay
, Dav
ison
& L
o B
ianc
o, A
ustr
alia
n La
ngua
ge M
atte
rs,
1998
, vol
. 6 N
o. 4
.
3In
rea
lity
this
is n
ot a
lway
s st
rictly
the
case
, sin
ce s
ome
so c
alle
d m
othe
r
tong
ue, o
r fir
st la
ngua
ge, p
rogr
ams
are
'lang
uage
rev
italis
atio
n pr
pgra
ms'
beca
use
the
child
ren
only
hav
e a
liste
ning
com
pete
nce
and
an id
entit
yre
latio
nshi
p w
ith th
e la
ngua
ge; i
tis
som
etim
es th
e (g
rand
) m
othe
r ('s
)to
ngue
. How
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, lan
guag
e m
aint
enan
ce o
bjec
tives
for
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e pr
ogra
ms
still
carr
y th
e id
ea o
f int
erge
nera
tiona
l 'm
aint
enan
ce'.
4 F
or r
easo
ns b
est k
now
n to
them
selv
es c
ritic
al la
ngua
ge th
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ts a
re o
ften
sile
nt a
bout
how
Eng
lish-
only
lite
racy
adv
ocac
y im
peril
s bi
lingu
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ucat
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0 0 0 In 0 m XP
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ia.
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