Mi Familia: Authentic Parent-Child Writing During Literacy Night

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Author(s): Howard L. Smith (The University of Texas at San Antonio, USA)and Kalpana Mukunda Iyengar (The University of Texas at San Antonio, USA)
Copyright: 2018
Pages: 23
Source title: Handbook of Research on Pedagogies and Cultural Considerations for Young English Language Learners
Source Author(s)/Editor(s): Grace Onchwari (University of North Dakota, USA)and Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-5225-3955-1.ch009

Keywords: Information Science Reference / K-12 Education / Literacy and Language Studies / Media & Communications

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Abstract

This chapter discusses the results of a writing activity during Family Literacy Night at a predominantly Hispanic, Title I school in the Southwest. This study, based on Socio-Cultural Theory (Moll, 2013), demonstrates the efficacy of asset-based approaches for instruction and assessment versus more traditional deficit models of minority education. As an analytic, the researchers applied the six Capitals from the Community Cultural Wealth (CCW) model (Yosso, 2005) to the children's writing samples. This framework revealed a variety of strengths common to Latino and bilingual households including the metalinguistic skill of translanguaging. Data was processed through Holistic Content Analysis (Lieblich, 2005) followed by thematic analysis (Falk & Blumenreich, 2005) supported by CCW. Results underscore the importance of out-of-school literacies and their affective impact on children from underserved communities. Moreover, results argue for more home- and community-based writing assignments to reveal student values, desires, and emotions, which encourage the joy of writing.

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Mi Familia: Authentic Parent-Child Writing During Literacy Night

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