Bilingual Families' Perspectives on Literacy Resources and Supports at Home.
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| Title: | Bilingual Families' Perspectives on Literacy Resources and Supports at Home. |
|---|---|
| Authors: | Noguerón-Liu, Silvia, Driscoll, Kristen |
| Source: | Reading Teacher. Jul2021, Vol. 75 Issue 1, p17-25. 9p. 1 Chart. |
| Subjects: | Mother-child relationship, Family literacy programs, Elementary schools, Bilingualism, Transnationalism |
| Abstract: | This article features the literacy practices, resources, and strategies reported and observed in two households, by Latina mothers and their children in elementary school. Drawing on asset‐based frameworks (funds of knowledge, transnational literacies, and family language policies), the analysis presents case studies of two households, featuring the perspectives and practices of mothers and children who participated in a community‐based family literacy program. Findings center on issues of access to texts and technology, views on academic literacy practices, and selection of educational resources that promote bilingualism, biliteracy, and transnational understandings of culture and inequality. Implications for text selection, inclusion of bilingual language practices, and collaboration with families in equitable home‐school partnerships are described. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 151882520 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Bilingual Families' Perspectives on Literacy Resources and Supports at Home. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Noguerón-Liu%2C+Silvia%22">Noguerón-Liu, Silvia</searchLink><br /><searchLink fieldCode="AR" term="%22Driscoll%2C+Kristen%22">Driscoll, Kristen</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. Jul2021, Vol. 75 Issue 1, p17-25. 9p. 1 Chart. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Mother-child+relationship%22">Mother-child relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Family+literacy+programs%22">Family literacy programs</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Transnationalism%22">Transnationalism</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article features the literacy practices, resources, and strategies reported and observed in two households, by Latina mothers and their children in elementary school. Drawing on asset‐based frameworks (funds of knowledge, transnational literacies, and family language policies), the analysis presents case studies of two households, featuring the perspectives and practices of mothers and children who participated in a community‐based family literacy program. Findings center on issues of access to texts and technology, views on academic literacy practices, and selection of educational resources that promote bilingualism, biliteracy, and transnational understandings of culture and inequality. Implications for text selection, inclusion of bilingual language practices, and collaboration with families in equitable home‐school partnerships are described. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=151882520 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/trtr.2001 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 17 Subjects: – SubjectFull: Mother-child relationship Type: general – SubjectFull: Family literacy programs Type: general – SubjectFull: Elementary schools Type: general – SubjectFull: Bilingualism Type: general – SubjectFull: Transnationalism Type: general Titles: – TitleFull: Bilingual Families' Perspectives on Literacy Resources and Supports at Home. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Noguerón-Liu, Silvia – PersonEntity: Name: NameFull: Driscoll, Kristen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00340561 Numbering: – Type: volume Value: 75 – Type: issue Value: 1 Titles: – TitleFull: Reading Teacher Type: main |
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