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ERIC Number: EJ1014696
Record Type: Journal
Publication Date: 2013-Jul
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1741-4350
Faith, Phonics and Identity: Reading in Faith Complementary Schools
Rosowsky, Andrey
Literacy, v47 n2 p67-78 Jul 2013
Thousands of UK school children spend considerable time during a lengthy period of their youth learning to read, or decode, a 'religious classical', the liturgical language connected to their faith. Drawing on recent theories of reading, identity and literacy practices, this paper briefly describes and seeks to share tentative thoughts about some common issues around the teaching and learning of religious classicals within minority ethnic faith settings. It presents a comparative textual analysis of a central teaching resource used in three Jewish, Muslim and Sikh complementary schools in the United Kingdom. It is concluded that, regardless of any relative effectiveness of method or resource, what may be more interesting for researchers is the symbolic value of learning to read the religious classical. This may be more important than the eventual outcome in terms of reading competence. Here, 'successful reading' is understood primarily as 'successful decoding'. The tenacity of this literacy practice in the face of spoken community language attrition is testimony to the importance placed upon it both individually and collectively. (Contains 1 table, 6 figures, and 3 notes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A