Shifting Boundaries in Home/School Responsibilities: Involving Immigrant Parents in the Construction of Literacy Portfolios.
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| Title: | Shifting Boundaries in Home/School Responsibilities: Involving Immigrant Parents in the Construction of Literacy Portfolios. |
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| Language: | English |
| Authors: | Paratore, Jeanne R. |
| Peer Reviewed: | N |
| Page Count: | 35 |
| Publication Date: | 1994 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Case Studies, Elementary Education, Immigrants, Literacy, Parent Participation, Parent School Relationship, Parent Student Relationship, Parent Teacher Conferences, Parent Teacher Cooperation, Portfolios (Background Materials), Reading Research |
| Geographic Terms: | U.S.; Massachusetts |
| Abstract: | A study examined the nature of parent/teacher interactions when discussions and conferences were centered around artifacts of children's literacy learning in both home and school contexts. Four parent/teacher dyads in a small community where the majority of families are new immigrants to the United States were selected on the basis of the interest and willingness to participate of both members of the parent/teacher pair. Parents (who were participating in an intergenerational literacy program) and teachers were interviewed, parent/teacher conferences were audiotaped, and teachers' journals and portfolios documenting children's use of literacy at home were analyzed. Results indicated that the creation of a home/school portfolio may provide a starting point where teachers and parents can ground a discussion about children's developing literacy. As teachers and parents addressed the artifacts that children completed at home and at school, they began to see the connections between home and at school. Teachers saw how children practiced school literacy, and as well, how they practiced literacy behaviors that had not yet been addressed in school. Parents used the samples to ground questions that had been troubling them about particular assignments or about specific practices they had observed. Findings suggest that the process has the potential to affirm parents' awareness and knowledge of their children's learning, thereby including them as valuable informants in assessing children's performance and progress, and that the process has the potential to inform teachers about the ways parents and children engage in literacy. (Contains 15 references.) (Author/RS) |
| Notes: | Paper presented at the Annual Meeting of the National Reading Conference (44th, San Diego, CA, November 30-December 3, 1994). |
| Journal Code: | RIEJUL1995 |
| Entry Date: | 1995 |
| Accession Number: | ED379601 |
| Database: | ERIC |
| Abstract: | A study examined the nature of parent/teacher interactions when discussions and conferences were centered around artifacts of children's literacy learning in both home and school contexts. Four parent/teacher dyads in a small community where the majority of families are new immigrants to the United States were selected on the basis of the interest and willingness to participate of both members of the parent/teacher pair. Parents (who were participating in an intergenerational literacy program) and teachers were interviewed, parent/teacher conferences were audiotaped, and teachers' journals and portfolios documenting children's use of literacy at home were analyzed. Results indicated that the creation of a home/school portfolio may provide a starting point where teachers and parents can ground a discussion about children's developing literacy. As teachers and parents addressed the artifacts that children completed at home and at school, they began to see the connections between home and at school. Teachers saw how children practiced school literacy, and as well, how they practiced literacy behaviors that had not yet been addressed in school. Parents used the samples to ground questions that had been troubling them about particular assignments or about specific practices they had observed. Findings suggest that the process has the potential to affirm parents' awareness and knowledge of their children's learning, thereby including them as valuable informants in assessing children's performance and progress, and that the process has the potential to inform teachers about the ways parents and children engage in literacy. (Contains 15 references.) (Author/RS) |
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