Literacy practices in Mexican immigrant homes
Bibliographic Data
| ID | 12486182 |
|---|---|
| Authors | Iliana Reyes (University of Arizona, corresponding author), Darcy Alexandra (0000-0002-3896-939X, University of Arizona), Patricia Azuara (University of Arizona) |
| Year | 2007 |
| Volume | 19 |
| Issue | 4 |
| Pages | 463-474 |
| Publication date | 2007-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Culture and Education (JOURNAL) |
| Journal identifiers | ISSN: 1135-6405 • E-ISSN: 1578-4118 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1174/113564007783237670 |
| OpenAlex | W2066644033 |
| Language | EN |
| References cited | 20 |
Despite a well-established body of literature focusing on school-based Spanish and English bilingualism of Latino children in the United States, the biliteracy development and literacy practices at home have received little attention by the educational research community. Addressing this gap is important because educators can then use the knowledge related to home language and literacy resources to inform the school curricula and better serve the needs of a linguistically and culturally diverse student population. We contribute to this endeavor by exploring two Mexican immigrant families and their language and literacy practices in their home milieu. Findings from this study suggest that family interactions, as well as the more general home context, are crucial factors in supporting children's development of both oral language and literacy in Spanish and English. An important and recurrent observation is the scaffolding that parents use in Spanish as part of their literacy practices. In addition, children act as agents in their own learning of Spanish, and in making connections to their knowledge of English
Context (archaeology · Curriculum · Family literacy · Geography · Home language · Immigration · Literacy · Neuroscience of multilingualism · Pedagogy · Political science · Sociology · Multilingual Education and Policy · Parental Involvement in Education · Psychology · Reading and Literacy Development
Vygotsky and Education
The Psychology of Literacy
Biliteracy and trilingual practices in the home context
Ways with Words
Building on Strength
I Am My Language
The Role of Oral Language in Early Writing Processes
Immigrant Latinos' Cultural Model of Literacy Development
Talking Data
Longitudinal Analysis of the Antecedents of Emergent Spanish Literacy and Middle-School English Reading Achievement of Spanish-Speaking Students
Maternal Teaching Talk within Families of Mexican Descent
Everyday Instruction
Parental Strategies in Contrasting Cultural Settings
| Highly cited | No |
|---|