Bridging Home and School Literacy Practices

Empowering Families of Recent Immigrant Children

Bibliographic Data

ID4254586
AuthorsAna Christina Dasilva Iddings (University of Arizona, corresponding author)
Year2009
Volume48
Issue4
Pages304-311
Publication date2009-10-01
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405840903192904
OpenAlexW2036060709
LanguageEN
Citations received7
References cited5

This article reports on a family literacy program that began with the creation and implementation of a Welcome Center in an elementary school in the Southwest United States. This center was intended to be a place where recent immigrant students and their families, teachers, as well as other community members, came together to participate in literacy activities. While serving the intended purposes, the Welcome Center also proved to be a useful venue for the recent immigrant students and their families to develop language and literacy. Overall, this report points to the need for schools to provide explicit spaces and planned opportunities for newcomers to meaningfully enter in dialogue with their new linguistic and cultural communities

Bridging (networking · Center (category theory · Family literacy · Immigration · Literacy · Mathematics education · Pedagogy · Political science · Sociology · Education Systems and Policy · Multilingual Education and Policy · Psychology · Reading and Literacy Development

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