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Family Literacy and Second Language Literacy Research: Focus on Language Minority Children

Yıl 2013, Cilt: 9 Sayı: 1, 0 - 159, 01.04.2013

Öz

Problem Statement: Countries like the U. S. A. or Canada have citizens from various ethnic backgrounds. Although English is the dominant language in many parts of these countries, immigrants generally prefer speaking their native language when they are in their homes. Whatever the reason for using native language at home is, when we consider the children in these families, we can say that being exposed to different languages at home and at school may be a problem for their language development.
Purpose of Study: There are many studies conducted in order to better understand the problems of language minority children. A great deal of literature on language minority students focuses on the ties between these children‟s literacy development and their literacy practices at home. In other words, these studies aim to see how the literacy events these children are exposed to at home affect their literacy learning in the second language.
Methods: This paper is an attempt to put together and discuss various theoretical and empirical studies conducted on the literacy development of language minority children in English speaking countries.
Findings: Literacy education of language minority students is not an easy task. It is very complicated and difficult to achieve as it requires a complete collaboration among all the responsible parties (teachers, families, researchers, education policy makers, school administrators).
Conclusion and Recommendations: Successful collaboration among all the involved parties would bring successful outcomes in terms of children‟s healthy literacy development. The collaboration between teachers and families is the most vital one because these two parties are the ones that have one-to-one interaction with children.

Kaynakça

  • Anderson, V. & Roit, M. (1996). Linking reading comprehension instruction to language development for language minority students. The Elementary School Journal, 96, 295-309.
  • Araujo, L. (2002). The literacy development of kindergarten English language learners. Journal of Research in Childhood Education, 16, 232-247.
  • August, D. & Garcia, E. E. (1988). Language Minority Education in the United States: Research, Policy and Practice. Illinois: Charles C. Thomas Publisher.
  • Bankston, C. L. & Zhou, M. (1995). Effects of minority language literacy on the academic achievement of Vietnamese youths in New Orleans. Sociology of Education, 68, 1- 17.
  • Barone, D. (2003/2004). Second grade is important: Literacy instruction and learning of
  • young children in a high-poverty school. Journal of Literacy Research, 35, 965- 1018.
  • Byrnes, D. A., Kieger, G. & Manning, M. L. (1997). Teachers‟ attitudes about language diversity. Teaching and Teacher Education, 13, 637-644.
  • Calderon, M., Slavin, R. & Sanchez, M. (2011). Effective instruction for English learners. The Future of Children, 21(1), 103-127.
  • Corson, D. (1993). Language, Minority Education and Gender. UK: Multilingual Matters Ltd.
  • Diener, M., Wright, C., Julian, J. & Byington, C. (2003). A pediatric literacy education program for low socioeconomic, culturally diverse families. Journal of Research in Childhood Education, 18, 149-159.
  • Enge, N. (1998). Do I belong here? Understanding the adopted, language minority child. Childhood Education, 75, 106-109.
  • Gersten, R. (1996). Literacy instruction for language minority students: the transition years. The Elementary School Journal, 96, 227-244.
  • Goldenberg, C. (1996). Commentary: The education of language minority students: Where are we, and where do we need to go?. The Elementary School Journal, 96, 353-361.
  • Grant, R. A. & Wong, S. D. (2003) Barriers to literacy for language minority learners: an argument for change in the literacy education profession. Journal of Adolescent & Adult Literacy, 48, 388-394.
  • Hadaway, N. L., Vardell, S. M., & Young, T. A. (2002). Highlighting nonfiction literature: literacy development and English language learners. The NERA Journal, 38, 16-22.
  • Hancock, D. R. (2002). The effects of native language books on the pre-literacy skills development of language minority kindergartners. Journal of Research in Childhood Education, 17, 62-68.
  • Hawkins, M. R. (2004). Researching English language and literacy development in schools. Educational Research, 33, 14-25.
  • Hickman, P., Pollard-Durodola, S. & Vaughan, S. (2004). Storybook reading: improving vocabulary and comprehension for English language learners. The Reading Teacher, 57, 720-730.
  • Jiang, B. & Kuehn, P. (2001). Transfer in the academic language development of post- secondary ESL students. Bilingual Research Journal, 25, 417-436.
  • Lee, S. K. (1999). The linguistic minority parents‟ perceptions of bilingual education. Bilingual Research Journal, 23, 113-125.
  • Leung, C. (2001). Evaluation of content language learning in the mainstream classroom. In B. Mohan, C. Leung & C. Davison (Eds.), English as a Second Language in the Mainstream: Teaching, Learning and Identity. (pp. 177-198). Singapore: Longman.
  • Li, G. (2010). Race, Class, Gender, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America‟s Inner City. Reading & Writing Quarterly. Special issue on poverty and reading, by Nathalis Wamba.
  • Li, G. (2009). Multicultural families, home literacies, and mainstream schooling. Greenwich, CT: Information Age Publishing.
  • Li, G. (2007a). Home environment and second language acquisition: The importance of family capital. British Journal of Sociology of Education, 28(3), 285-299.
  • Li, G. (2007b). Second language and literacy learning in school and at home: An ethnographic study of Chinese-Canadian first graders' experiences. Journal of Language Teaching and Learning, 11(1), 1-40.
  • Li, G. (2006). Culturally Contested Pedagogy: Battles of Literacy and Schooling between Mainstream Teachers and Asian Immigrant Parents. NY: SUNY Press.
  • Li, G., & Christ. T. (2007). Social capital and home literacy engagement: Case studies of low-SES single mothers‟ access to literacy resources. English in Education, 41(1), 21-35.
  • Li, X. (1999). How can language minority parents help their children become bilingual in familiar contexts? A case study of a language minority mother and her daughter. Bilingual Research Journal, 23, 113-124.
  • McKay, P. (2000). On ESL standards for school-age learners. Language Testing, 17, 185- 214.
  • Necochea, J. & Cline, Z. (1995). Bridging the gap of language minority students. Thrust of Educational Leadership, 25, 29-32.
  • O‟Donnell, P., Weber, K. P. & McLaughlin, T. F. (2003). Improving correct and error rate and reading comprehension using key words and previewing: a case report with a language minority student. Education and Treatment of Children, 26, 237-254.
  • Orellana, M. F., Reynolds, J., Dorner, L. & Meza, M. (2003). In other words: translating or paraphrasing as a family literacy practice in immigrant households. Reading Research Quarterly, 38, 12-34.
  • Portes, A. & Rumbaut, R. G. (1990). Immigrant America: A Portrait. USA: University of California Press.
  • Roberts, T. & Neal, H. (2004). Relationships among preschool English language learner‟s oral proficiency in English, instructional experience and literacy development. Contemporary Educational Psychology, 29, 283-311.
  • Rubinstein-Avila, E. (2003). Conversing with Miguel: an adolescent English language learner struggling with later literacy development. Journal of Adolescent and Adult Literacy, 47, 280-301.
  • Rueda, R. & Garcia, E. (1996). Teachers‟ perspectives on literacy assessment and instructions with language minority students: A comparative study. The Elementary School Journal, 96, 311-332.
  • Sturtevant, E. G. (1998). What middle and high school educators need to know about language minority students. NASSP Bulletin, 82, 73-77.
  • Urrieta, L. & Quach, L. H. (2000). My language speaks of me: transmutational identities in L2 acquisition. High School Journal, 84, 26-38.
  • Wason-Ellam. L. (2001). Living against the wind: pathways chosen by Chinese immigrants. Canadian Ethnic Studies, 33, 71-101.
  • Willett, J. & Bloome, D. (1993). Literacy, language, school, and community: A community-centered view. In A. Carrasquillo & C. Hedley (Eds.), Whole Language and the Bilingual Learner. (pp. 35-57). New Jersey: Ablex Publishing Company.
  • Winsler, A., Diaz, R., Espinosa, L., & Rodriguez, J. (1999). When learning a second language does not mean losing the first. Child Development, 70, 349-362.
  • Xu, H. (1999). Young Chinese ESL children‟s home literacy experiences. Reading Horizons, 40, 47-64.
Yıl 2013, Cilt: 9 Sayı: 1, 0 - 159, 01.04.2013

Öz

Kaynakça

  • Anderson, V. & Roit, M. (1996). Linking reading comprehension instruction to language development for language minority students. The Elementary School Journal, 96, 295-309.
  • Araujo, L. (2002). The literacy development of kindergarten English language learners. Journal of Research in Childhood Education, 16, 232-247.
  • August, D. & Garcia, E. E. (1988). Language Minority Education in the United States: Research, Policy and Practice. Illinois: Charles C. Thomas Publisher.
  • Bankston, C. L. & Zhou, M. (1995). Effects of minority language literacy on the academic achievement of Vietnamese youths in New Orleans. Sociology of Education, 68, 1- 17.
  • Barone, D. (2003/2004). Second grade is important: Literacy instruction and learning of
  • young children in a high-poverty school. Journal of Literacy Research, 35, 965- 1018.
  • Byrnes, D. A., Kieger, G. & Manning, M. L. (1997). Teachers‟ attitudes about language diversity. Teaching and Teacher Education, 13, 637-644.
  • Calderon, M., Slavin, R. & Sanchez, M. (2011). Effective instruction for English learners. The Future of Children, 21(1), 103-127.
  • Corson, D. (1993). Language, Minority Education and Gender. UK: Multilingual Matters Ltd.
  • Diener, M., Wright, C., Julian, J. & Byington, C. (2003). A pediatric literacy education program for low socioeconomic, culturally diverse families. Journal of Research in Childhood Education, 18, 149-159.
  • Enge, N. (1998). Do I belong here? Understanding the adopted, language minority child. Childhood Education, 75, 106-109.
  • Gersten, R. (1996). Literacy instruction for language minority students: the transition years. The Elementary School Journal, 96, 227-244.
  • Goldenberg, C. (1996). Commentary: The education of language minority students: Where are we, and where do we need to go?. The Elementary School Journal, 96, 353-361.
  • Grant, R. A. & Wong, S. D. (2003) Barriers to literacy for language minority learners: an argument for change in the literacy education profession. Journal of Adolescent & Adult Literacy, 48, 388-394.
  • Hadaway, N. L., Vardell, S. M., & Young, T. A. (2002). Highlighting nonfiction literature: literacy development and English language learners. The NERA Journal, 38, 16-22.
  • Hancock, D. R. (2002). The effects of native language books on the pre-literacy skills development of language minority kindergartners. Journal of Research in Childhood Education, 17, 62-68.
  • Hawkins, M. R. (2004). Researching English language and literacy development in schools. Educational Research, 33, 14-25.
  • Hickman, P., Pollard-Durodola, S. & Vaughan, S. (2004). Storybook reading: improving vocabulary and comprehension for English language learners. The Reading Teacher, 57, 720-730.
  • Jiang, B. & Kuehn, P. (2001). Transfer in the academic language development of post- secondary ESL students. Bilingual Research Journal, 25, 417-436.
  • Lee, S. K. (1999). The linguistic minority parents‟ perceptions of bilingual education. Bilingual Research Journal, 23, 113-125.
  • Leung, C. (2001). Evaluation of content language learning in the mainstream classroom. In B. Mohan, C. Leung & C. Davison (Eds.), English as a Second Language in the Mainstream: Teaching, Learning and Identity. (pp. 177-198). Singapore: Longman.
  • Li, G. (2010). Race, Class, Gender, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America‟s Inner City. Reading & Writing Quarterly. Special issue on poverty and reading, by Nathalis Wamba.
  • Li, G. (2009). Multicultural families, home literacies, and mainstream schooling. Greenwich, CT: Information Age Publishing.
  • Li, G. (2007a). Home environment and second language acquisition: The importance of family capital. British Journal of Sociology of Education, 28(3), 285-299.
  • Li, G. (2007b). Second language and literacy learning in school and at home: An ethnographic study of Chinese-Canadian first graders' experiences. Journal of Language Teaching and Learning, 11(1), 1-40.
  • Li, G. (2006). Culturally Contested Pedagogy: Battles of Literacy and Schooling between Mainstream Teachers and Asian Immigrant Parents. NY: SUNY Press.
  • Li, G., & Christ. T. (2007). Social capital and home literacy engagement: Case studies of low-SES single mothers‟ access to literacy resources. English in Education, 41(1), 21-35.
  • Li, X. (1999). How can language minority parents help their children become bilingual in familiar contexts? A case study of a language minority mother and her daughter. Bilingual Research Journal, 23, 113-124.
  • McKay, P. (2000). On ESL standards for school-age learners. Language Testing, 17, 185- 214.
  • Necochea, J. & Cline, Z. (1995). Bridging the gap of language minority students. Thrust of Educational Leadership, 25, 29-32.
  • O‟Donnell, P., Weber, K. P. & McLaughlin, T. F. (2003). Improving correct and error rate and reading comprehension using key words and previewing: a case report with a language minority student. Education and Treatment of Children, 26, 237-254.
  • Orellana, M. F., Reynolds, J., Dorner, L. & Meza, M. (2003). In other words: translating or paraphrasing as a family literacy practice in immigrant households. Reading Research Quarterly, 38, 12-34.
  • Portes, A. & Rumbaut, R. G. (1990). Immigrant America: A Portrait. USA: University of California Press.
  • Roberts, T. & Neal, H. (2004). Relationships among preschool English language learner‟s oral proficiency in English, instructional experience and literacy development. Contemporary Educational Psychology, 29, 283-311.
  • Rubinstein-Avila, E. (2003). Conversing with Miguel: an adolescent English language learner struggling with later literacy development. Journal of Adolescent and Adult Literacy, 47, 280-301.
  • Rueda, R. & Garcia, E. (1996). Teachers‟ perspectives on literacy assessment and instructions with language minority students: A comparative study. The Elementary School Journal, 96, 311-332.
  • Sturtevant, E. G. (1998). What middle and high school educators need to know about language minority students. NASSP Bulletin, 82, 73-77.
  • Urrieta, L. & Quach, L. H. (2000). My language speaks of me: transmutational identities in L2 acquisition. High School Journal, 84, 26-38.
  • Wason-Ellam. L. (2001). Living against the wind: pathways chosen by Chinese immigrants. Canadian Ethnic Studies, 33, 71-101.
  • Willett, J. & Bloome, D. (1993). Literacy, language, school, and community: A community-centered view. In A. Carrasquillo & C. Hedley (Eds.), Whole Language and the Bilingual Learner. (pp. 35-57). New Jersey: Ablex Publishing Company.
  • Winsler, A., Diaz, R., Espinosa, L., & Rodriguez, J. (1999). When learning a second language does not mean losing the first. Child Development, 70, 349-362.
  • Xu, H. (1999). Young Chinese ESL children‟s home literacy experiences. Reading Horizons, 40, 47-64.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Özgür Yılıdırım

Yayımlanma Tarihi 1 Nisan 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 9 Sayı: 1

Kaynak Göster

APA Yılıdırım, Ö. (2013). Family Literacy and Second Language Literacy Research: Focus on Language Minority Children. Journal of Language and Linguistic Studies, 9(1), 0-159.
AMA Yılıdırım Ö. Family Literacy and Second Language Literacy Research: Focus on Language Minority Children. Journal of Language and Linguistic Studies. Nisan 2013;9(1):0-159.
Chicago Yılıdırım, Özgür. “Family Literacy and Second Language Literacy Research: Focus on Language Minority Children”. Journal of Language and Linguistic Studies 9, sy. 1 (Nisan 2013): 0-159.
EndNote Yılıdırım Ö (01 Nisan 2013) Family Literacy and Second Language Literacy Research: Focus on Language Minority Children. Journal of Language and Linguistic Studies 9 1 0–159.
IEEE Ö. Yılıdırım, “Family Literacy and Second Language Literacy Research: Focus on Language Minority Children”, Journal of Language and Linguistic Studies, c. 9, sy. 1, ss. 0–159, 2013.
ISNAD Yılıdırım, Özgür. “Family Literacy and Second Language Literacy Research: Focus on Language Minority Children”. Journal of Language and Linguistic Studies 9/1 (Nisan 2013), 0-159.
JAMA Yılıdırım Ö. Family Literacy and Second Language Literacy Research: Focus on Language Minority Children. Journal of Language and Linguistic Studies. 2013;9:0–159.
MLA Yılıdırım, Özgür. “Family Literacy and Second Language Literacy Research: Focus on Language Minority Children”. Journal of Language and Linguistic Studies, c. 9, sy. 1, 2013, ss. 0-159.
Vancouver Yılıdırım Ö. Family Literacy and Second Language Literacy Research: Focus on Language Minority Children. Journal of Language and Linguistic Studies. 2013;9(1):0-159.