Home and school literacy practices of children attending Malayalam classes in Singapore

In the light of wide recognition that the traffic between home and school is traditionally one-way, this article reports on a deliberately counter-cultural project that involved teachers in researching children’s everyday literacy practices and ‘funds of knowledge’ (González, Moll, & Amanti, 2005) over a year. Eighteen primary teachers from 10 schools in five local authorities in England were involved; this article focuses on two of the practitioners’ experiences. Drawing on a wide range of data, it is argued that the project challenged teachers’ perceptions and beliefs about children and families, prompting dispositional shifts and new understandings of difference and diversity. However, creating responsive curricula that connected to the lived social realities of the children represented a considerable professional challenge. The article highlights the affordances of collaborative research partnerships, and argues that considerable time, space and support is needed in order for teachers to appreciate and understand children’s and families’ funds of knowledge and blur the boundaries between home and school.

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Connecting Home and School Literacy Practices in Classrooms with Diverse Populations

Journal of Literacy Research ◽

10.1080/10862969709547955 ◽

1997 ◽

Vol 29 (2) ◽

pp. 145-182 ◽

Cited By ~ 35

Author(s):

Sarah J. Mccarthey

Keyword(s):

Middle Class ◽

Literacy Practices ◽

Home Literacy ◽

European American ◽

Literacy Experiences ◽

American Students ◽

Diverse Backgrounds ◽

Treat All ◽

Home Literacy Activities ◽

Home And School

I present the cases of 5 students from diverse backgrounds and conclude that home and school are more connected for some students than for others. Home and school were tightly connected for middle-class European-American students who read at home and school, shared their writing with the class, and brought items from home to show peers. In contrast, students from non-mainstream backgrounds participated in home literacy activities that did not match school experiences. These students were more reticent in the classroom, did not share items from home, and experienced home and school as separate. In the analysis, books, tasks, and participation structures contributed to some students making stronger connections than others. Teachers having more information about some students than others; their own middle-class European-American backgrounds and the need to treat all students “equally”; and their assumptions that students could make the connections between home and school on their own contributed to the curriculum being more congruent with middle-class, home literacy experiences than working-class experiences. Although I suggest that learning about students' cultures and backgrounds is essential, I delineate some of the challenges that accompany learning about students.

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Building Equitable Literate Futures: Home and school computer-mediated literacy practices and disadvantage

Cambridge Journal of Education ◽

10.1080/0305764022000024212 ◽

2002 ◽

Vol 32 (3) ◽

pp. 367-383 ◽

Cited By ~ 16

Author(s):

Ilana Snyder ◽

Lawrence Angus ◽

Wendy Sutherland-Smith

Keyword(s):

Literacy Practices ◽

Computer Mediated ◽

Home And School ◽

School Computer

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Comparison of Shared Reading versus Emergent Reading: How the Two Provide Distinct Opportunities for Early Literacy

ISRN Education ◽

10.1155/2013/936191 ◽

2013 ◽

Vol 2013 ◽

pp. 1-10 ◽

Cited By ~ 1

Author(s):

Stephanie M. Curenton ◽

Symonne Kennedy

Keyword(s):

Early Literacy ◽

Literacy Practices ◽

Standardized Test ◽

Early Reading ◽

Shared Reading ◽

Emergent Reading ◽

Literacy Assessments ◽

Mothers And Children ◽

Language Input ◽

Home And School

This study examined mother-child interactions across two types of reading interactions—shared reading versus emergent reading—in order to determine (a) if mothers and children provide the same amount of language input across the two interactions, (b) if the socioemotional quality is consistent across the interactions, and (c) if the language input and socioemotional quality across the two interactions are differentially associated with children’s scores on early literacy assessments. Twenty-five mother-child dyads participated in both interactions. Children were given a standardized test of early reading and an emergent reading score based on a rubric designed particularly for the book they were reading. Results indicated that during the shared reading mothers provided more language input (i.e., they talked more), but children increased their amount of talk during the emergent reading, making such input effects null. Overall, socioemotional quality was consistent across the two interactions, except mothers provide more literacy feedback during shared reading. Both language input and socioemotional quality were associated with higher scores on early literacy assessments, but the contribution of these factors varied depending across the type of reading interaction. Results are discussed in terms of education implications for literacy practices at home and school.

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DISCOURSE AND THIRD SPACE IN FRANK MCCOURT�S NOVEL "TEACHER MAN" AND TOM SCHULMAN�S PLAY "DEAD POETS SOCIETY"; A REFLECTIVE PRACTICE FOR TEACHERS

EduLite Journal of English Education Literature and Culture ◽

10.30659/e.2.2.457-469 ◽

2017 ◽

Vol 2 (2) ◽

pp. 457

Author(s):

Eka Sugeng Ariadi

Keyword(s):

Teaching And Learning ◽

Literacy Practices ◽

Meaning Making ◽

Life Experiences ◽

Third Space ◽

Real Life ◽

Knowledge Domain ◽

Frank Mccourt ◽

Home Space ◽

Home And School

Pahl and Rowsell (2005) elucidate that Discourse is ways of dressing, speaking and acting which delineates person�s identities in literacy practices, while a third space is as a meeting spaces between home space and school space, blend and mix space, in which lets teachers think how their students� meaning-making are happened between school and home. This paper investigates how these theories are fruitfully presented in the character of Mr. McCourt Teacher Man and Mr. Keating Dead Poets Society. Subsequently, it is interconnected with educational theory A taxonomy for Learning, teaching, and assessing: A revision of Bloom�s taxonomy of educational objectives, as recommended by Anderson and Krathwohl (2001). The result shows that the Metacognitive Knowledge domain prominently becomes the intersection as it is emphasizing on the student�s awareness of one�s own cognition and cognitive processes, particularly contextualizing students� knowledge and general knowledge. Mr. McCourt and Mr. Keating have succeeded in shifting frighten and strict classroom situation generated by most teachers become so challenging and much interesting by utilizing multimodal styles and skills, and piloting third space activity. Henceforth, the writer recommends teachers to maximize their own potentials characters to accommodate their students� preferences or styles in learning the subjects. In addition, designing teaching and learning process in-between home and school is necessary to be done, in order to contextualizing and perceiving real life experiences.

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