S This study examined the language and literacy practices in two Mexican schools over a period of approximately six months. Our project was guided by the theoretical notion that these practices reflect both societal influences and some of the ways that a given society itself is shaped. We applied this idea to the linguistic interactions that we recorded in four classrooms, two beginning primary classrooms and two grade 4 classrooms. Classroom observations, teacher and administrator interviews, school‐produced documents, and publicly displayed texts constituted the data corpus. Findings indicated that students were provided with considerable freedom in terms of their spoken language which contrasted greatly with the emphasis on form in the production of written language. Reading constituted a middle ground depending on whether students were directed to read silently or aloud. We concluded that these practices shaped a particular type of literate habitus, one that positioned both teachers and students to accept as natural the idea that, at best, schooling could provide only partial access to the kinds of linguistic capital valued by dominant interests. On the basis of our findings, we recommend a retheorization of these language and literacy practices in terms of how they might be reformulated to challenge the dominance of particular literacies. Retheorizing these practices requires deeper understanding of the types of literate capital available to students in specific locations, and also that asymmetries between these types are not merely questions of knowledge or technical mastery, but also questions of power and access to power.
La influencia de la familia en la educación de los niños es indiscutible y las madres juegan un papel fundamental en dicho proceso, especialmente en su competencia lectora. Por otro lado, la forma natural de entrenar la competencia lectora es leer, de modo que los hábitos de lectura consolidados de la madre puedan influir en sus hijos y en su competencia lectora, ya que ambas construcciones tienen una relación como lo demuestran estudios recientes. Además, diferentes investigaciones apuntan a la relación entre la lectura y la inteligencia emocional, por lo que estudiarlos en términos de hábitos de lectura materna puede generar información que matice el proceso de enseñanza-aprendizaje. El objetivo de este estudio es establecer la existencia de relaciones entre los hábitos de lectura, el sexo y la inteligencia emocional con respecto a la comprensión lectora de sus hijos. Participaron 644 estudiantes de secundaria (303 hombres y 341 mujeres), que asistieron a tres escuelas secundarias públicas en la provincia de Málaga y dos en la provincia de Granada. Todos ellos ubicados en zonas de contexto sociocultural medio. Los resultados muestran que las niñas con mayor inteligencia emocional y cuyas madres tienen mayores hábitos de lectura obtienen una mayor competencia lectora.
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