One-way Traffic? Connections between Literacy Practices at Home and in the Nursery

2003 ◽  
Vol 29 (3) ◽  
pp. 369-382 ◽  
Author(s):  
JACKIE MARSH
Keyword(s):  
Literacy Practices ◽  
At Home

Pandemic meaning making: messing toward motet

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mary Beth Schaefer ◽  
Sandra Schamroth Abrams ◽  
Molly Kurpis ◽  
Charlotte Abrams ◽  
Madeline Abrams
Keyword(s):  
Participatory Research ◽  
Research Method ◽  
Design Methodology ◽  
Research Team ◽  
Research Study ◽  
Literacy Practices ◽  
Meaning Making ◽  
Musical Form ◽  
Content Type ◽  
At Home

Purpose In this child–parent research study, three adolescents theorize their meaning-making experiences while engaged in exclusive online learning during a three-month stay-at-home mandate. The purpose of this study is to highlight youth-created understandings about their literacy practices during COVID-19 in order to expand possibilities for youth-generated theory. Design/methodology/approach This child–parent research builds upon a critical dialectical pluralist (CDP) methodology, which is a participatory research method that looks to privilege the child as a co-researcher at every stage of the inquiry. In this research study, the adolescents work together to explore what it means to create and learn alone and then with others via virtual platforms. Research team discussions initially were scaffolded by the parent–researchers, and the adolescents developed their analyses individually and together, and their words and insights situate the findings and conclusions. Findings The musical form of a motet provides a metaphor that three adolescents used to theorize their meaning-making experiences during the stay-at-home order. The adolescents determined that time, frustration, and space were overarching themes that captured the essence of working alone, and then together, in messy, orchestrated online ensembles. Originality/value In this youth-centric research paper, three adolescents create understandings of their meaning-making experiences during the stay-at-home order and work together to determine personal and pedagogical implications.

Family literacy in a low-income urban community in the Philippines

2018 ◽  
Vol 20 (2) ◽  
pp. 327-355
Author(s):  
Rosarito Tatel-Suatengco ◽  
Jennifer S Florida
Keyword(s):  
Low Income ◽  
Family Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Environmental Influence ◽  
Family Values ◽  
The Philippines ◽  
The Family ◽  
Family Literacy Practices ◽  
At Home

The growth of literacy in the Philippines is attributed to the formalization of the education system. Learning experiences from formal schooling and the home environmental influence, complement and reinforce the role of the teacher and the parent in promoting literacy. Home literacy practices which are centred on parent-child interaction can promote literacy through the sharing of information. This study examines home practices that are directly or indirectly associated with or promote family literacy. Narratives and stories of participant families about their literacy practices were gathered through naturalistic life-story interviews, observation and participation in selected outside activities. Themes were drawn from the data collected, wherein interpretative phenomenological analysis was applied in the analysis. Four themes were identified which focus on language; home strength and activities; faith, values and aspirations; and home and school connection. Languages used at home by the family serve as a springboard for family literacy, which also supports classroom instructions. Household chores and other home activities are used as a support to learn literacy concepts taught in school, such as science concepts, survival skills, hygiene and childcare. Family literacy practices are anchored in family values and aspirations that enable each family to pursue and sustain their literacy practices. Storytelling and reading are practised at home, which provides opportunities for teaching and learning among family members. Each family in this study found ways to maximize their limited resources to support the literacy of their children for better education. The findings suggest that the economic condition of the family is not a deterrent to family literacy practices. Family literacy practices depend upon the unique dynamics of each family, which are influenced by the languages used at home, household activities, family values and aspirations. Literacy practices are also related to teaching and learning activities at school.

Supporting Advanced Multilingual Speakers as Individuals

2022 ◽  
pp. 1638-1656
Author(s):  
Etienne Skein ◽  
Yvonne Knospe ◽  
Kirk P. H. Sullivan
Keyword(s):  
Literacy Practices ◽  
Home School ◽  
Multilingual Classrooms ◽  
Linguistic System ◽  
The Creation ◽  
At Home

Translanguaging is a concept that is increasingly used in multilingualism studies with disparate definitions and uses in the literature. In this chapter, students who are advanced multilingual speakers at home, school, and elsewhere are in focus. The chapter examines historical and contemporary definitions of translanguaging and shows that not all definitions view the literacy practices of advanced multilingual speakers as translanguaging. However, those that see these speakers as having a unitary linguistic system allow the literacy practices of advanced multilingual speakers to be viewed as translanguaging. Working from this perspective, the chapter argues for translanguaging writing spaces to be created in schools as a way to foster learning. The chapter also presents ways in which teachers can support the creation of these spaces in multilingual classrooms and considers how translanguaging writing spaces can be maintained when advanced multilingual speakers move to writing for monolingual readers. The challenge of this move is also discussed.

Literacy Practices and Heritage Language Maintenance

2009 ◽  
Vol 19 (1) ◽  
pp. 76-99 ◽  
Author(s):  
Hyungmi Joo
Keyword(s):  
Identity Formation ◽  
Literacy Practices ◽  
Immigrant Students ◽  
Formal Schooling ◽  
Language And Literacy ◽  
Korean Immigrant ◽  
School Students ◽  
Ethnic And Cultural Identity ◽  
English Dominant ◽  
At Home

The number of students who speak a language other than English at home has significantly increased in various Anglophone (i.e., English-dominant) countries in recent decades. As the student populations in these countries’ schools have become more linguistically and culturally diverse, concerns about language minority students’ language and literacy development have also increased. Researchers have documented the literacy practices of various linguistic and cultural groups at home and/or in the community. This paper portrays the literacy practices of Korean-American students, in particular the population of immigrant adolescents. Drawing upon case studies of four Korean immigrant students, the study described in this paper reveals that these middle school students enjoyed reading and writing for pleasure at home in Korean as well as in English (the main language of their formal schooling), although there existed differences among them in terms of the degree to which they used the languages and the activities they engaged in. Their literacy practices were necessarily accompanied by ethnic and cultural identity formation.

Transnationalism, Multilingualism, and Identity

2015 ◽  
Vol 35 ◽  
pp. 57-80 ◽  
Author(s):  
Patricia A. Duff
Keyword(s):  
Life Span ◽  
Real World ◽  
Literacy Practices ◽  
Applied Linguistics ◽  
Language And Literacy ◽  
Short Term ◽  
The Real ◽  
The People ◽  
At Home

ABSTRACTApplied linguistics is a field concerned with issues pertaining to language(s) and literacies in the real world and with the people who learn, speak, write, process, translate, test, teach, use, and lose them in myriad ways. It is also fundamentally concerned withtransnationalism, mobility, andmultilingualism—the movement across cultural, linguistic, and (often) geopolitical or regional borders and boundaries. The field is, furthermore, increasingly concerned withidentityconstruction and expression through particular language and literacy practices across the life span, at home, in diaspora settings, in short-term and long-term sojourns abroad for study or work, and in other contexts and circumstances. In this article, I discuss some recent areas in which applied linguists have investigated the intersections of language (multilingualism), identity, and transnationalism. I then present illustrative studies and some recurring themes and issues.

scholarly journals Effects of Migration on the Language and Literacy Practices of Turkish Parents in England

2021 ◽  
pp. 0192513X2110419
Author(s):  
Pinar Kolancali ◽  
Edward Melhuish
Keyword(s):  
Social Integration ◽  
First Generation ◽  
Literacy Practices ◽  
Family Characteristics ◽  
Survey Study ◽  
Socioeconomic Background ◽  
Language And Literacy ◽  
Structured Interviews ◽  
Literacy Activities ◽  
At Home

A survey study of the language and literacy practices of first-generation Turkish immigrant families with 3- to 6-year-old children was conducted in England. Information on family socioeconomic background, migration history and language skills of 168 first-generation Turkish parents was collected through structured interviews in Greater London and Northwest England. The study findings suggest that early childhood experiences that are important for the educational attainment of immigrant children may be affected by the family characteristics and the integration experiences of parents. Regression analyses demonstrated that parents from disadvantaged backgrounds engaged in language and literacy activities less often and preferred Turkish as the interaction language at home. Parent’s social integration, measured via parent’s length of residence and English skills, significantly predicted their language use with their children. Low social integration was associated with increased Turkish use, whereas high social integration was associated with more frequent language and literacy activities at home.

scholarly journals A Brief Review of Young Children’s Home Digital Literacy Practices

2021 ◽  
Vol 4 (1) ◽  
pp. 3
Author(s):  
Yina Liu
Keyword(s):  
Emergent Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Digital Tools ◽  
After School ◽  
Spring Semester ◽  
Digital World ◽  
Children And Parents ◽  
Children's Home ◽  
At Home

COVID-19 has created significant changes in the everyday lives of teachers, children and parents. Due to school lockdowns in the spring semester of 2020, teachers shifted from in-person classroom teaching into “emergent remote teaching” (Hodges et al. 2020, para. 5), where digital tools and software were used for instruction and teacher-student communications. Many children have also shifted their social lives from face-to-face to virtual interactions (Hutchins 2020); for example, engaging in online family story reading, social media participation, and joining after school activities digitally. This pandemic has highlighted the importance of being literate in digital environments for children. Digital literacy, that is, literacy practices undertaken across multi-media, involving “accessing, using and analysing digital texts and artefacts in addition to their production and dissemination” (Sefton-Green et al. 2016, p. 15). The importance of the digital world and digital tools for the post-COVID future where digital literacy could become more prominently featured for teachers, children, and parents must not be underemphasized.   In this presentation, I reviewed the literature on young children’s digital literacy practices at home. Many studies have illustrated the benefits and various kinds of learning that children get from their digital play at home, including emergent literacy learning (Neumann 2016), digital citizenship (Bennett et al. 2016), etc. Moreover, I presented the complex trajectories of children playing with their digital devices and toys at home (Marsh 2017). In the 21st century children’s home play, the boundaries between the virtual and physical worlds are blurring (Marsh 2010; O’Mara and Laidlaw 2011; Carrington 2017).   More importantly, this literature review suggests a gap and an opportunity for future researchers to explore home digital literacy of children, who are from minority backgrounds in Canada, as literacy practices are socially and culturally situated. This presentation illustrates the importance of my proposed doctoral research, as my research aims to explore Culturally and Linguistically Diverse (CLD) children’s digital home literacy practices in Canada.

Supporting Advanced Multilingual Speakers as Individuals

2020 ◽  
pp. 577-595
Author(s):  
Etienne Skein ◽  
Yvonne Knospe ◽  
Kirk P. H. Sullivan
Keyword(s):  
Literacy Practices ◽  
Home School ◽  
Multilingual Classrooms ◽  
Linguistic System ◽  
The Creation ◽  
At Home

Translanguaging is a concept that is increasingly used in multilingualism studies with disparate definitions and uses in the literature. In this chapter, students who are advanced multilingual speakers at home, school, and elsewhere are in focus. The chapter examines historical and contemporary definitions of translanguaging and shows that not all definitions view the literacy practices of advanced multilingual speakers as translanguaging. However, those that see these speakers as having a unitary linguistic system allow the literacy practices of advanced multilingual speakers to be viewed as translanguaging. Working from this perspective, the chapter argues for translanguaging writing spaces to be created in schools as a way to foster learning. The chapter also presents ways in which teachers can support the creation of these spaces in multilingual classrooms and considers how translanguaging writing spaces can be maintained when advanced multilingual speakers move to writing for monolingual readers. The challenge of this move is also discussed.

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