scholarly journals The Contributions of a Hispanic Immigrant Home Reading Practices to A Child’s Bilingual Reading Development

2011 ◽  
pp. 7
Author(s):  
Ángela María López-Velásquez
Keyword(s):  
Reading Instruction ◽  
Reading Development ◽  
Reading Practices ◽  
Home Reading ◽  
Bilingual Reading ◽  
Hispanic Household ◽  
The Many ◽  
Home And School ◽  
Reading In Spanish ◽  
At Home

The characteristics of the Spanish home reading practices of a US immigrant Hispanic household are studied highlighting the many connections existing between the reading practices at home and at school. This longitudinal study explores how the home and school L1 reading instruction contributed to a first-grader’s initial steps towards reading in English or biliteracy. Details of Natalia ́s reading in Spanish at home and at school are presented and the relationships between the reading practices in both contexts are documented.The findings in this study remind us of the importance of strong native language literacy foundations and of the role that both home and school play in fostering high literacy levels among children.

Exploring family reading practices in non-Kuwaiti nannies

2015 ◽  
Vol 9 (1) ◽  
pp. 28-41
Author(s):  
Linda Fenimore
Keyword(s):  
International Education ◽  
Reading Instruction ◽  
Local Culture ◽  
Reading Practices ◽  
Recreational Reading ◽  
Content Type ◽  
Home Reading ◽  
Print Material ◽  
Effective Inclusion ◽  
Arabic Speaking

Purpose – The purpose of this paper is to explore how home reading practices can impact what teachers assume to be the optimum practice in preparing students for school may not be supported by the local culture. In Kuwait, I have heard teachers repeatedly complain that students do not read at home or seem to value reading. Kuwaiti adults relate that they rarely engage in reading for pleasure. Students here are challenged with learning English, but also seem to take a greater amount of time to understand the use of reading in their lives and learning. These factors led me to consider that what teachers assume to be the optimum practice in preparing students for school may not be supported by the local culture. Design/methodology/approach – In this case study, five nannies were interviewed focusing on participants’ reading practices in their homes of origin and those practiced with Kuwaiti children. Observational notes were taken to record nonverbal communication. Data were analyzed to uncover references to home reading practices such as storytelling, recreational reading and verbal interaction based on the reading. References were color coded and a database was constructed of references the nannies made to reading practices both in their homes of origin and in the Kuwaiti homes in which they work. The references to reading practices were then categorized according to activities reported. Findings – As a result, it was found that the nannies perceived the purpose of reading to be for education only, storytelling is used for different purposes in different cultures, print material were rarely found in the homes of the nannies due to lack of economic means, and the fathers of most of the nannies were critical in their reading development. Research limitations/implications – Further exploration of the home reading practices of the Kuwaitis is needed to fully support the effective inclusion of their cultural reading traditions into school practice. Parent and student surveys, parent interviews and possibly home visits would assist researchers in more fully defining home reading practices. Partnering with Arabic-speaking or Kuwaiti teachers would benefit researchers in being able to efficiently translate for the interviews and then discuss their observations, giving the researchers a more nuanced perspective of the findings. Originality/value – This paper offers an original view on a particular aspect of international education, namely, reading habits, and discusses the promotion of multicultural reading instruction in a more culturally responsive manner.

scholarly journals The voices of Samoan parents and their children: home reading practices and home-school connections

2021 ◽  
Author(s):  
◽  
Sarah Valentine
Keyword(s):  
New Zealand ◽  
Cultural Values ◽  
Primary Schools ◽  
Cultural Factors ◽  
Ministry Of Education ◽  
Reading Practices ◽  
Learning To Read ◽  
Home Reading ◽  
Social And Cultural Factors ◽  
Home And School

<p>This thesis investigates Samoan parents and their primary school aged children’s experiences and perceptions of learning to read and the role this plays in home reading practices. A key purpose was to investigate what can be learnt from Samoan born parents regarding their cultural values and understandings around learning to read. Gaining understandings of the influences and experiences these parents have had when learning to read in Samoa would provide insights into the home reading practices being used with their own children. By examining the parents’ cultural values and practices, possible connections or disconnections between home and school reading practices can be drawn.  While home and school partnerships are deemed to be important in New Zealand primary schools and by the Ministry of Education there needs to be improved understandings of the cultural values and practices that are taking place within many Samoan households regarding reading instruction. The valuing of these practices also needs to be considered with the understanding that there are diverse forms of literacy across cultural communities. The focus has been on how school reading practices can be implemented into the home environment rather than what can be learnt from home practices. This thesis has aimed to amend this by acknowledging and giving voice to Samoan born parents through discussing their own reading practices and experiences, and the influence this has had on the strategies they use when reading with their children.  Pasifika students’ learning and achievement within New Zealand schools has been identified as a key priority for the Ministry of Education. The recent Pasifika Education Plan 2013-2017 (Ministry of Education, 2013) has outlined specific goals and targets aimed at improving Pasifika educational achievement that include establishing stronger connections between home and school for Pasifika learners. If connections are to be made the influence of social and cultural factors on students’ learning and achievement needs to be identified and valued.  The methodology used was qualitative in design. A case study approach that integrated a socio-cultural perspective and the practices of Pasifika research methodology were used to allow for literacy to be seen as social practice where peoples’ views, values and experiences are used to enhance understandings of the role social and cultural factors play within education.  Data collection was through Talanoa1 individual interview sessions with five Samoan born parent participants individually. Two Talanoa sessions were held with each parent. The parent participants’ eldest children were then interviewed in pairs. The voices of the participants were used to gain insights into cultural perceptions of reading practices within school and home contexts. The parent participants’ knowledge of school reading practices was also sought. The research data was analysed by using Rogoff’s three planes of analysis (1995). Rogoff’s framework was used to interpret the key themes as they relate to the connections and/or disconnections between home and school reading practices.  The research findings indicate that strong cultural reading values and practices are in place for these Samoan parent participants. The practices being employed have been formed from their own experiences and memories of learning to read as children, in Samoa. These reading practices are based on the cultural values and actions that have been previously identified in literature on Samoan literacy (McNaughton, Amitanai-Toloa & Wolfgramm-Foliaki, 2009; Duranti & Ochs, 1993; Duranti, Ochs & Ta’ase 2004; Tagoilelagi, 1995; Tuafuti, 2000). As parents, these participants have continued to use these reading strategies and practices with their own children in New Zealand. Another key finding was that the parent participants’ knowledge of school reading practices in New Zealand was found to be limited. This finding in combination with the cultural home reading practices being employed has strong implications for home and school connections between Samoan communities and primary schools within New Zealand.</p>

scholarly journals Problematyka nauczania umiejętności czytania w języku drugim/obcym w świetle najnowszych badań naukowych

Neofilolog ◽  
2009 ◽  
pp. 49-64
Author(s):  
Halina Chodkiewicz
Keyword(s):  
Reading Instruction ◽  
Reading Development ◽  
Strategy Instruction ◽  
L2 Reading ◽  
Reading Vocabulary ◽  
Research Findings ◽  
The Many ◽  
New Research ◽  
Discourse Organization ◽  
The Impact

The present paper aims to provide a selective overview of major issues pertaining to L2/FL reading instruction with special attention to new research findings in the field. The problems chosen to focus on are: fluency and speed of reading, reading/vocabulary connections, the impact of discourse organization on the effectiveness of reading and strategy instruction. It is shown that empirical investigations carried out in recent years have shed more light on the many variables contributing to the ultimate success in L2 reading development and complex interrelationships between them. The discussion throughout the paper is illustrated with brief reports on selected studies and the problem of research methodology in the area is also emphasized. Implications for classroom instruction requiring L2 learners’ participation in a variety of reading tasks are suggested.

scholarly journals The voices of Samoan parents and their children: home reading practices and home-school connections

2021 ◽  
Author(s):  
◽  
Sarah Valentine
Keyword(s):  
New Zealand ◽  
Cultural Values ◽  
Primary Schools ◽  
Cultural Factors ◽  
Ministry Of Education ◽  
Reading Practices ◽  
Learning To Read ◽  
Home Reading ◽  
Social And Cultural Factors ◽  
Home And School

<p>This thesis investigates Samoan parents and their primary school aged children’s experiences and perceptions of learning to read and the role this plays in home reading practices. A key purpose was to investigate what can be learnt from Samoan born parents regarding their cultural values and understandings around learning to read. Gaining understandings of the influences and experiences these parents have had when learning to read in Samoa would provide insights into the home reading practices being used with their own children. By examining the parents’ cultural values and practices, possible connections or disconnections between home and school reading practices can be drawn.  While home and school partnerships are deemed to be important in New Zealand primary schools and by the Ministry of Education there needs to be improved understandings of the cultural values and practices that are taking place within many Samoan households regarding reading instruction. The valuing of these practices also needs to be considered with the understanding that there are diverse forms of literacy across cultural communities. The focus has been on how school reading practices can be implemented into the home environment rather than what can be learnt from home practices. This thesis has aimed to amend this by acknowledging and giving voice to Samoan born parents through discussing their own reading practices and experiences, and the influence this has had on the strategies they use when reading with their children.  Pasifika students’ learning and achievement within New Zealand schools has been identified as a key priority for the Ministry of Education. The recent Pasifika Education Plan 2013-2017 (Ministry of Education, 2013) has outlined specific goals and targets aimed at improving Pasifika educational achievement that include establishing stronger connections between home and school for Pasifika learners. If connections are to be made the influence of social and cultural factors on students’ learning and achievement needs to be identified and valued.  The methodology used was qualitative in design. A case study approach that integrated a socio-cultural perspective and the practices of Pasifika research methodology were used to allow for literacy to be seen as social practice where peoples’ views, values and experiences are used to enhance understandings of the role social and cultural factors play within education.  Data collection was through Talanoa1 individual interview sessions with five Samoan born parent participants individually. Two Talanoa sessions were held with each parent. The parent participants’ eldest children were then interviewed in pairs. The voices of the participants were used to gain insights into cultural perceptions of reading practices within school and home contexts. The parent participants’ knowledge of school reading practices was also sought. The research data was analysed by using Rogoff’s three planes of analysis (1995). Rogoff’s framework was used to interpret the key themes as they relate to the connections and/or disconnections between home and school reading practices.  The research findings indicate that strong cultural reading values and practices are in place for these Samoan parent participants. The practices being employed have been formed from their own experiences and memories of learning to read as children, in Samoa. These reading practices are based on the cultural values and actions that have been previously identified in literature on Samoan literacy (McNaughton, Amitanai-Toloa & Wolfgramm-Foliaki, 2009; Duranti & Ochs, 1993; Duranti, Ochs & Ta’ase 2004; Tagoilelagi, 1995; Tuafuti, 2000). As parents, these participants have continued to use these reading strategies and practices with their own children in New Zealand. Another key finding was that the parent participants’ knowledge of school reading practices in New Zealand was found to be limited. This finding in combination with the cultural home reading practices being employed has strong implications for home and school connections between Samoan communities and primary schools within New Zealand.</p>

Last Jewish Writings, 1915–1918

2018 ◽  
Author(s):  
Frederick C. Beiser
Keyword(s):  
Western World ◽  
The West ◽  
Rational Form ◽  
Jewish Communities ◽  
Special Obligation ◽  
Moral Content ◽  
The Many ◽  
At Home

The Jewish writings of these final years develop themes of the earlier years. Cohen continues to explore one of his favorite topics: the affinity of German and Jewish character. Despite his cosmopolitan conception of Judaism, Cohen still thought that the Jews were most at home in Germany. Yet, despite his belief in the special affinity between Germans and Jews, Cohen still shows his cosmopolitanism by his sympathy for the Ostjuden; he maintains that they should be freed from the many immigration controls imposed on them. Cohen continues to worry about the growing weakening of Jewish communities in Germany, and argues, as Socrates did in the Crito, that people have a special obligation to stay within the communities which nurtured them. In a remarkable 1916 lecture on Plato and the prophets Cohen argues that they are the two major ethical voices in the Western world: Plato gave the West a rational form while the prophets gave it moral content. Cohen now reduces his earlier striving for a unity of religions down to the demand for a unity of conscience.

scholarly journals Exploring the Role of Family and School as Spaces for 1.5 Generation South Korean’s Adjustment and Identity Negotiation in New Zealand: A Qualitative Study

2020 ◽  
Vol 17 (12) ◽  
pp. 4408
Author(s):  
Su Yeon Roh ◽  
Ik Young Chang
Keyword(s):  
New Zealand ◽  
Identity Negotiation ◽  
Identity Status ◽  
Traditional Values ◽  
The South ◽  
1.5 Generation ◽  
South Korean ◽  
The Family ◽  
Home And School ◽  
At Home

To date, the majority of research on migrant identity negotiation and adjustment has primarily focused on adults. However, identity- and adjustment-related issues linked with global migration are not only related to those who have recently arrived, but are also relevant for their subsequent descendants. Consequently, there is increasing recognition by that as a particular group, the “1.5 generation” who were born in their home country but came to new countries in early childhood and were educated there. This research, therefore, investigates 1.5 generation South Koreans’ adjustment and identity status in New Zealand. More specifically, this study explores two vital social spaces—family and school—which play a pivotal role in modulating 1.5 generation’s identity and adjustment in New Zealand. Drawing upon in-depth interviewing with twenty-five 1.5 generation Korean-New Zealanders, this paper reveals that there are two different experiences at home and school; (1) the family is argued to serve as a key space where the South Korean 1.5 generation confirms and retains their ethnic identity through experiences and embodiments of South Korean traditional values, but (2) school is almost the only space where the South Korean 1.5 generation in New Zealand can acquire the cultural tools of mainstream society through interaction with English speaking local peers and adults. Within this space, the South Korean 1.5 generation experiences the transformation of an ethnic sense of identity which is strongly constructed at home via the family. Overall, the paper discusses that 1.5 generation South Koreans experience a complex and contradictory process in negotiating their identity and adjusting into New Zealand through different involvement at home and school.

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