It discusses programs that, although designed to develop literacy or second-language proficiency mainly in classroom contexts, could be easily adapted to address the needs of the linguistically and culturally diverse Australian context.
This paper investigates the impact of (il)literacy in the home language on the academic, affective, and social development of bilingual/multilingual children and proposes principles that home-language-literacy programs should meet to be effective. While advantages of literacy in the home language have been widely documented, the Australian education system has not been proactive in providing institutional support for its development.
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