SECTION A
By comparing and contrasting the pleasure literacy practices of two different groups, Welsh girls and British Asian girls, it is evident of how their personal reading domains are directly relevant to their identities as bilingual and bicultural girls.
The British Asian Girls have a lack of accessibility of reading material in their non-dominant language, as there is no place for fiction in this language, textbooks written in the language are outdated and do not satisfy their needs and magazines are only offered in a mixture of English with some Asian words. It is because of this that the girls choose to read magazines and fiction novels which are predominantly in English even though they believe Urdu to be their mother-tongue. The British girl’ magazines which the British Asian girls read expose them to a British culture which differs from the culture associated with Urdu. This is evident in the example given in the text, where the British Asian girls read English fiction in which the girls will cry over their boyfriends however in Urdu, you do not have boyfriends. This is again confirmed in the fact that the British Magazines will glorify fashionable items such as bikini’s which is rejected by the parents of the British Asian girls as “in
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As a result we are enabled to make use of the language we prefer to use as the Welsh girls recognize English as the language of communication and as I and many other youth within South Africa use slang or a mixture of English and Afrikaans rather than one or the other. There is also the opportunity to communicate identity through the use of graphics. The Welsh girls will possibly post “girl power emblems, cute animals, fashion logos and Disney characters”(pg18) as well as some making “use of the Welsh flag”(pg 18) which therefore expressed their multi-faceted and multi cultural