Handbook of Family Literacy, 2 nd Ed. Barbara Hanna Wasik, editor Chapter 16 Scott, K.M.; Brown,...
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Transcript of Handbook of Family Literacy, 2 nd Ed. Barbara Hanna Wasik, editor Chapter 16 Scott, K.M.; Brown,...
Handbook of Family Literacy, 2nd Ed.
Barbara Hanna Wasik, editorChapter 16
Scott, K.M.; Brown, J.M.; Jean-Baptiste, E. & Barbarin, O.A.RDG690/D. Brown, Ph.D.
LUCY B. HOUSTON, PRESENTER
A Socio-Cultural Conception of Literacy Practices in African American FamiliesKristin M. Scott, Jeffrey M. Brown, Esther Jean-Baptiste, and Oscar A Barbarin
Presenting exiting research on the strength approach to understanding and using family life to improve the development of literacy.
Introduced as a framework for analyzing the literacy practices of African American families that
Hale-Benson, J., (1982)
The problemDomination of the deficit model in research on African American families
Deficit model identified families’ limitations but failed to advance knowledge on way to understand African American families and how to use that knowledge to improve literacy development.
Family strength model is common but has been ignored as “hopelessly romanticizing African American families or as useless and vacuous because they fail to identify practical strategies”. p. 239
The Strength Approach vs
deficient
Resilience in African American Children and Youth: A Vision for Optimal DevelopmentAPA Task Force on Resilience and Strength in African American Children and Youth, (2008)
https://www.apa.org/pi/families/resources/resiliencerpt.pdf
Socio-Cultural Model of Literacy Development in African American Children
Reframe thinking about literacy developmentExplain how culture is responsible for differences in literacy developmentIdentify aspects of culture related to literacy developmentIdentify important cultural knowledge that shapes preparation for schoolProvides insight into the cognitive, linguistic, behavioral & interpersonal context of the African American family
Model for Reframing thinking about
Literacy for African Americans, p.241
Validating principles for social context as a framework for analysis
Socialization and acquisition of literacy skills of children from different cultural groups can be distinguished by the cognitive, behavioral, linguistic and social context. Characteristics of family life are expressed in their “cultural beliefs, socialization goals and practices, language, roles and relations”. p. 242
The socio-cultural context provides a “window into the family, its perspectives, the sources of its motivation, its strengths and the challenges it faces”. p. 242 When the context of literacy development is known, the knowledge can provide a basis for speculating about the presence and quality of literacy experiences and materials.
It is essential to understand the socio-cultural context in designing intervention for African American students. Interventions should be sensitive to the family literacy context in order to result in greater success in achieving goals.
Defining cultureCulture is the central focus of the chapter
Drawing on Gay (2002), culture “is more precisely understood as a dynamic system of shared beliefs, practices, roles, and relationships which give order and meaning to life”.
Language most important cultural element related to literacy
Competence in language is indispensable, i.e. “sine qua non “
On a deeper level, culture is a stabilizing force that passes on ideas about what is to valued, problem solving, and skills that are valued and passed on.
Framework for interpreting the world.
Different cultures have different beliefs about control over events in their life.
Literacy as a Cultural Activity Instrumental, i.e. purposeful, functional, therefore varies in cultural and ethnic groups.
Literacy of a culture cannot be understood outside of the context, , i.e, “social language”, citing Gee (2003)
Socio-cultural learning theory (Vygotsky) which emphasized the connection between the social and cultural context in developing reading competence, has provided a lens for studying literacy development, citing Anderson, Anderson, Friedrich, and Kim (2010)
Caveats
Be aware of that family life and culture are ever changing
Cultural features are not entirely unique to African American but may be found in other cultural groups
Presence of features discussed vary amongst African American families.
ONNIM ONNIM NO SUA A OHU“He who does not know can know from learning”
Adinkra Symbol for a life long quest for knowledge from Cloth as Metaphor, G.F. Kojo Arthur
THE COGNITIVE CONTEXT: FAMILY BELIEFS, VALUES AND ASPIRATIONS
Cognitive ContextSpirituality
Spirituality as a leading principle in life Historical congregating among enslaved Africans and African Americans only allowed for religious worship Family Literacy, reading often done with text such as Bible and Qur’an as a part of spiritual development Spiritual metaphors an untapped resourceSpiritual text can be used in the classroom if standards based, teacher is inclusive and avoids biasness towards a particular faith.
Cognitive ContextHigher Educational Aspirations
Education as a means of improving the quality of life
Education seen as necessary for continuous progress in life
Despite recent school failures, families continue to have aspirations for academic achievement for their children (National Education Longitudinal survey, Early Childhood Longitudinal Study-Kindergarten, and National Survey of Black Americans, 2009)
Cognitive ContextNominal Knowledge and labeling
Nominal knowledge, i.e. identifying and labeling, traditional approach to preparing children for school
Family belief that nominal knowledge perquisite to communication and necessary for safety, e.g. name, parents’ name, address, telephone number.
Result has been less time given to developing inferential thinking or responding to inferential questions
Readiness results from, Barbarin et al, survey. Half of participants engaged in emergent literacy skills with their children, but only 1 in 25 developed numerical skills.
No significant difference between practices of low and middle social economic status families.
Emphasis on nominal knowledge the result of beliefs about reading as more instrumental than entertaining.
Monkey Wrench – Slave Quilt CodeGather tools for the journey, memory, food and knife
THE LINGUISTIC CONTEXT: DIALECT AND CONTEXTUALIZED COMMUNICATION
Translating Ebonics Little Brown Baby
BY PAUL LAURENCE DUNBAR
Little brown baby wif spa'klin' eyes,
Come to yo' pappy an' set on his knee.
What you been doin', suh — makin' san' pies?
Look at dat bib — you's es du'ty ez me.
Look at dat mouf — dat's merlasses, I bet;
Come hyeah, Maria, an' wipe off his han's.
Bees gwine to ketch you an' eat you up yit,
Bein' so sticky an sweet — goodness lan's!
Dunbar was to Ebonics as Sequoyah was to CherokeeBorn: June 27, 1872, Dayton, Ohio
Died: February 9, 1906
Spouse: Alice Dunbar Nelson (m. 1898–1906)
Education: Howard University
Plays: In Dahomey
The Linguistic Context: Dialect
Language is the most influential aspect of culture.
Language referred to as African American Vernacular (AAVE), deemed improper English which often results in stigmatizing the speech of African Americans.
Reference Lisa Delpit and Perry ( 1998) to discuss Oakland, California school district. Student failure attributed to AAVE.
In 1996 the Oakland School Board Resolution: Professional Development for teacher in the use of Ebonics as an intervention.
References: Linguistic Context Coleman, R.R. & Daniel, J. J. (2000). Mediating Ebonics, Journal of Black Studies, 31, 74-95, SAGE
Delpit, L. (2006). What Should Teachers Do? Ebonics and Culturally Responsive Instruction. In S. J. Nero, Dialects, Englishes, creoles, and education (pp. 93-101). Mahwah: Lawrence Erlbaum Associates Publishers.
Thompson, F. (2000). Deconstructing Ebonics, Myths: The First Step in Establishing Effective Intervention Strategies. Interchange, 419-445.
Linguistic Context:contextualized communication
Enslavement and laws prohibiting teaching and learning to read resulted in an oral tradition.
Word of mouth to recant bible verses and stories.
Family history of passed down orally.
Oral tradition consisted of stories and songs in context of the lives of the people.
Transition from oral to written in school is most often decontextualized.
Decontextualized text has little or not connection, or shared knowledge between the narrator and the reader.
Intervention would involve understanding levels of abstractness of text and exposure to more decontextualized text prior to school.
Note: Oral tradition long standing tradition in African and has always been valued as an effective mode of communication
Monitoring comprehension Explain the difference between contextualized and decontextualized text to a partner. Give and example. Discuss why you think it’s problematic for African American children.
SANKOFA – “return and get it”Symbol for the importance of learning from the past
THE BEHAVIORAL CONTEXT: FAMILY LITERACY PRACTICES
The Behavioral context: Family Literacy Practices
Practices and strategies driven by beliefs and goals
Beliefs and goals drive how parents structure behavior and expectations
Selected experiences their behavior and view of their society and the world.
Language and general knowledge important to literacy development. Frequent and rich language interactions promote literacy development (Jordan, Snow, & Porche, 2000)
Other effective strategies – modeling reading, proving printed materials, time and a location for reading (Sonnenschein, Brody, & Munsterman, 1996)
Multi-state study – variety of strategies used. Skills such as singing and storytelling and be used as interventions but ignored.
Mothers adapted literacy practices to age and ability level of child(ren). Engaged in modeling. Hammer (2000)
More commands and directives observed with low SES families.
Relative to other ethnic groups, African American parents rarely asked questions about story.
Behavior Context: Four styles or practices
Text reading – verbatim reading of text, no elaboration
Modeling – verbal labeling, child repeats, inviting child to participate, practicing and reinforcing
Limited joint attention – response from child solicited by ended when child does not respond
Child centered reading – child has major role in the unfolding of story by using anticipation.
In sum, a variety of practices used, adaptations made for age and ability, insignificant difference in SES raise issue with SES and poverty will not preclude them from acquiring practices that will enhance literacy development.
Melody Bell, Griot, a.k.a Alfihttps://www.youtube.com/watch?v=71P0l9dMYRQ
Unity Caving – Ghana, West AfricaCarved from a single piece of wood
INTERPERSONAL CONTEXT: RELATIONSHIPS AND POSITIVE CLIMATE FOR READING
Interpersonal Context: Relationships and Positive Climate for Reading
Parent role in literacy development significant
Literacy development may be adversely effected by poor quality relationships
Negative socio-emotional experience can impact cognitive and emotional development
More supportive and nurturing homes result in higher cognitive development (Study of Early Child Care and Youth Development; National Institute of Child Health and Human Development NICHD, 2010)
Positive relationships result in greater self-regulation which is a prerequisite to skilled reading and motivation.
Children enjoy reading more when it is a positive interaction (Sonnenshein et al), p. 249
Implications for Family Literacy Interventions
Integration of culture results in greater motivation and achievement (Gay, 2002, Hale-Benson, 1986).
Involvement of families would be more effective if it reflects cultural context.
Expand parents and caregivers perception and practice beyond nominal labeling.
Build upon oral traditions.
Joint or shared reading as a creative interactive experience, with talk that builds comprehension.
RecommendationsProvide opportunities for active narration, akin to home culture
Internet based experiences for reading instruction, use of digital software to develop letter and word recognition, and to facilitate a cultural context.
Strengthen the cultural emphasis in pedagogy: collaboration that encourage oral expression, and read about other cultures
Reading meaningful literature about people’s lives.
Increase the congruence of practices at home and school: eliminate assumptions of deficient and mismatch between home and school that results form less exposure to language, rules of discussion and literacy of dominate culture (Sonnenschien et al). Cultural Context for teaching similar
Inclusion of cultural tradition of songs, also beneficial in learning rhymes, syllables and phonemes.
ConclusionPractices that support literacy developmentJoint reading
Access to books home
Positive attitude towards reading
Engagement in conversation promotes comprehension
Include practices of family to develop a more culturally congruent approach.
Be mindful of they ways print, stories and themes used at home and integrate at school.
Include culturally congruent methods to integrate experiences
“cultural context for teaching is quite similar
to the ‘culturally relevant pedagogy’ discussed by Gloria
Ladson-Billings, (1995)”. p. 251
Critical theorist, advocate for social justice in education ,
former president International reading association, Author of
Dream Keeper: Successful Teachers of African American
Children, developed the theoretical framework for
culturally relevant pedagogy,
https://www.youtube.com/watch?v=DOqCTOnO5w4