Road Safety Literacy for Speakers of English as a Foreign Language: Educating novice drivers for the public’s health

Jinghe Han; Michael Singh; Dacheng Zhao

doi:10.5130/lns.v18i1.1427

PDF

DOI: https://doi.org/10.5130/lns.v18i1.1427

Jinghe Han

University of Western Sydney

Michael Singh

University of Western Sydney

Dacheng Zhao

University of Western Sydney

Abstract

The public health dimensions of road safety literacy for novice drivers who speak English as a foreign language, are a concern due to increasing transnational mobility. The research literature indicates interest in this language issue in terms of comparisons with native English speakers, gender, and international evaluations. However, studies of road safety as a literacy issue are limited. Using an autobiographical approach this paper explores the textual, inter-textural and performative literacy of a Chinese learner-driver in Australia. Evidence of the learner-driver’s life history, use of multiple languages, and cultural differences are shown to impact on her development of road safety literacy.

Issue

Vol 18 No 1 (2010)

Section

Articles (PEER REVIEWED)

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright Notice

Authors who publish with this journal agree to the following terms:

a) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share and adapt the work with an acknowledgement of the work's authorship and initial publication in this journal.

b) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

c) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Open Access Citation Advantage Service). Where authors include such a work in an institutional repository or on their website (ie. a copy of a work which has been published in a UTS ePRESS journal, or a pre-print or post-print version of that work), we request that they include a statement that acknowledges the UTS ePRESS publication including the name of the journal, the volume number and a web-link to the journal item.

d) Authors should be aware that the Creative Commons Attribution (CC-BY) License permits readers to share (copy and redistribute the work in any medium or format) and adapt (remix, transform, and build upon the work) for any purpose, even commercially, provided they also give appropriate credit to the work, provide a link to the license, and indicate if changes were made. They may do these things in any reasonable manner, but not in any way that suggests you or your publisher endorses their use.

Author Biographies

Jinghe Han, University of Western Sydney

Dr Jinghe (Jing-her) Han is a Senior Lecturer of Education in the Centre for Education Research at the University of Western Sydney, Australia. She is currently undertaking an ARC Discovery project, researching supervisory pedagogies to enhance international students’ studies in Australia through engaging their intellectual heritage. Her email address is:j.han@uws.edu.au.

Michael Singh, University of Western Sydney

Michael Singh is Professor of Education in the Centre for Education Research at the University of Western Sydney, Australia . He is Director of the Knowledge Work Democracy Research Program and leader of the ROSETE Program. He is researching the place of international research candidates' knowledge in internationalising Australian research education , along with Queensland's education and training reforms in senior learning (Years 10, 11 and 12). His email address is: m.j.singh@uws.edu.au

Dacheng Zhao, University of Western Sydney

Dr Dacheng Zhao (Da-chung Jow) is a Research Fellow in the Centre for Education Research at the University of Western Sydney, Australia , and Coordinator of the Research Oriented School Engaged Teacher Education Program . His study of mathematics practices in Australian and Chinese schools was published in the International Journal of Science and Mathematics Education and Mathematics Education in Different Cultural Traditions: A Comparative Study of East Asia and the West. His email address is: d.zhao@uws.edu.au

Article Sidebar

Main Article Content

Abstract

Article Details

Jinghe Han, University of Western Sydney

Michael Singh, University of Western Sydney

Dacheng Zhao, University of Western Sydney