scholarly journals “Want to hear my story?” Developing Latino children’s written narratives through culturally relevant family photographs

2021 ◽  
Vol 15 (1) ◽  
pp. 29-56
Author(s):  
Iliana Alanís ◽  
Raquel Cataldo
Keyword(s):  
Academic Success ◽  
Early Literacy ◽  
Dual Language ◽  
Culturally Relevant ◽  
First Language ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Written Narratives ◽  
Children's Narratives ◽  
Children's Stories

Research supports the importance of developing early literacy skills through culturally relevant activities and school/home partnerships as essential ingredients in high quality early learning environments (Bentley & Souto-Manning, 2019; Gay, 2000). Educators, however, frequently dismiss the significance of honoring a child’s first language, family, and culture when developing early literacy skills (Purcell-Gates, Melzi, Najafi, & Orellana, 2011). Integrating children’s linguistic and cultural understandings, however, is valuable and meaningful for their academic success and overall development (González, Moll, & Amanti, 2005). The purpose of this study was to explore children’s narratives as a culturally relevant practice that promotes early writing. Using student data from a prekindergarten dual language classroom, we found that using family pictures from home provided multiple iterations of children’s stories and demonstrated how Latino families’ cultural experiences are significant for the development of children’s emergent writing development. Implications for practice are discussed.

Reading dual language books: Improving early literacy skills in linguistically diverse classrooms

2012 ◽  
Vol 11 (1) ◽  
pp. 3-15 ◽  
Author(s):  
Rahat Naqvi ◽  
Keoma J Thorne ◽  
Christina M Pfitscher ◽  
David W Nordstokke ◽  
Anne McKeough
Keyword(s):  
Early Literacy ◽  
Dual Language ◽  
Linguistically Diverse ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Diverse Classrooms

scholarly journals Peran Orang Tua Dalam Perkembangan Ketrampilan Awal Literasi Anak

2020 ◽  
Vol 9 (2) ◽  
pp. 192-200
Author(s):  
Hafidz Triantoro Aji Pratomo ◽  
Muryanti Muryanti
Keyword(s):  
Academic Success ◽  
Early Literacy ◽  
Correlation Study ◽  
Literacy Skills ◽  
Early Literacy Skills ◽  
Cross Sectional ◽  
Parental History ◽  
Role Of Parents ◽  
Children's Literacy

Background: Literacy is a supporting component of children's academic success. Literacy ability is influenced by interdependent language skills. Limitations on early literacy skills increase the chance of academic process obstacles at school age. The role of parents is crucial in the child's development process especially in literacy. Aim this study is to describe correlation between parental variabels and early literacy skills.  Methods: This cross sectional research was conducted with a survey approach. The instrument was developed to explore demographic information, socioeconomic status, and the role of parents in developing early literacy skills. Statistic descriptive and correlation study was conducted to analyse 180 respondent data. Results: The role of parents has contributed to the development of early literacy skills. Parental history, mother's education, and language activities have a positive relationship with the development of early literacy skills. Conclusions: The role of parents is one of the multivariate variables that play a role in the development of early literacy skills. Further search is needed to see the extent of the role of parents in carrying out specific activities that are relevant to children's literacy abilities.

scholarly journals Systematic Review of English Early Literacy Interventions for Children Who Are Dual Language Learners

2020 ◽  
Vol 40 (1) ◽  
pp. 6-23
Author(s):  
Jin Hee Hur ◽  
Patricia Snyder ◽  
Brian Reichow
Keyword(s):  
Systematic Review ◽  
Early Literacy ◽  
Language Learners ◽  
Dual Language ◽  
Literacy Skills ◽  
Dual Language Learners ◽  
Future Research ◽  
Early Literacy Skills ◽  
Literacy Interventions ◽  
Electronic Database Search

Children who are dual language learners (DLLs) often have more difficulty acquiring English early literacy skills than their English monolingual peers. Much remains to be learned about efficacious early literacy instructional interventions and their effects on English early literacy skills of DLLs. The purposes of this systematic review were to describe key features of English early literacy interventions provided to children who were DLLs and their effects on English early literacy skills. We conducted an electronic database search and used additional methods to identify 25 studies. Studies varied in defining and characterizing children who were DLLs, including whether they were simultaneous versus sequential DLLs and how information was gathered about primary and secondary language exposure. Use of bilingual and monolingual instruction showed promise for enhancing English early literacy skills, although mixed findings were common when both language and code-related outcomes were measured. Implications for future research and practice are discussed.

scholarly journals Interdisciplinary and Intercultural Development of an Early Literacy App in Dhuwaya

Languages ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 106
Author(s):  
Gillian Wigglesworth ◽  
Melanie Wilkinson ◽  
Yalmay Yunupingu ◽  
Robyn Beecham ◽  
Jake Stockley
Keyword(s):  
Phonological Awareness ◽  
Early Literacy ◽  
First Language ◽  
Literacy Skills ◽  
Intercultural Development ◽  
Educational Challenges ◽  
English Speaking ◽  
Surrounding Areas ◽  
Bilingual School ◽  
The Impact

Phonological awareness is a skill which is crucial in learning to read. In this paper, we report on the challenges encountered while developing a digital application (app) for teaching phonological awareness and early literacy skills in Dhuwaya. Dhuwaya is a Yolŋu language variety spoken in Yirrkala and surrounding areas in East Arnhem Land. Dhuwaya is the first language of the children who attend a bilingual school in which Dhuwaya and English are the languages of instruction. Dhuwaya and English have different phonemic inventories and different alphabets. The Dhuwaya alphabet is based on Roman alphabet symbols and has 31 graphemes (compared to 26 in English). The app was designed to teach children how to segment and blend syllables and phonemes and to identify common words as well as suffixes used in the language. However, the development was not straightforward, and the impact of the linguistic, cultural and educational challenges could not have been predicted. Amongst these was the inherent variation in the language, including glottal stops, the pronunciation of stops, the focus on syllables as a decoding strategy for literacy development and challenges of finding one-syllable words such as those initially used with English-speaking children. Another challenge was identifying culturally appropriate images which the children could relate to and which were not copyrighted. In this paper, we discuss these plus a range of other issues that emerged, identifying how these problems were addressed and resolved by the interdisciplinary and intercultural team.

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