Bilingual Latin@ children's exposure to language and literacy practices through older siblings in immigrant families

Kibler, Amanda K.; Palacios, Natalia; Simpson-Baird, Ashley; Bergey, Rebecca; Yoder, Michelle

doi:10.1016/j.linged.2016.06.001

Cited by 32 publications

(35 citation statements)

References 31 publications

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“…As Nachia continued her schooling, her sister Mai Vang continued to be a source of help both as an ad-hoc teacher and a sounding board. Similar to prior studies, Nachia's siblings played a big role in helping her acculturate to the educational system (Jarrett, et al, 2015;Kibler et al, 2016;Knoester & Plikuhn, 2016).…”

Section: Discussionsupporting

confidence: 64%

“…In particular, non-White families seem to utilize a family base that is larger than the nuclear family. Gregory, Arju, Jessel, Kenner, and Ruby (2007) have specifically studied the instances of non-parent literacy interaction and other researchers have also found that household members such as siblings (Kibler, Palacios, Simpson-Baird, Bergey, & Yoder, 2016), grandparents (Compton-Lilly, 2007), close family friends and religious leaders (Jarrett, Hamilton, & Coba-Rodriguez, 2015;Volk & De Acosta, 2001) participate in children's literacy development. Gregory and colleagues (2007) found that the grandmother in a Bangladeshi family's home was integral to her grandson's literacy.…”

Section: Including the Whole Familymentioning

confidence: 99%

“…A study of nine Latinx families showed that older sibling engaged in both oral and written language and literacy practices (Kibler et al, 2016). In these practices, older siblings either modeled expertise for or engaged in practices with younger siblings.…”

Section: Including the Whole Familymentioning

confidence: 99%

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Literacy events and practices that position Hmong women to meet academic success in community colleges

Koch

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This study examined the literacy events and practices of Hmong women achieving academic success at a community college. Three women participants were interviewed regarding their past and present literacy events and practices. In addition, each participant took photographs of their own literacy events for five weeks. The photographs provided additional material for further discussion during the interviews. The study was designed as a collective case study in order to explore each participant's literacy practices and compare across cases. Coding was first conducted deductively, separating literacy events from literacy practices. Then each primary code was subjected to a second around of coding. Literacy events were also deductively coded, according to the narrative methods of situation, continuity, and place. Literacy practices were inductively coded to draw forth themes within each case. Findings indicate participants used literacy to meet school objectives, aid in learning, facilitate verbal interactions, affirm identity, and achieve goals. A combination of these literacy practices and cultural wealth helped these participants achieve academic success at the community college level. Implications for culturally responsive teaching are discussed. 1 CHAPTER 1 Harry Potter or writing a résumé. Herein lies the second aspect of literacyunderstanding the concept of texts. Sociocultural scholars consider texts to be a sort of blank canvas, in that only once the text is read does it contain meaning. Each person reading the text, then extracts meaning based on his/her social, cultural, and historical perspectives. Therefore, a literacy event occurs when a person takes action around a text, thus creating meaning for the person and the text. Recurring literacy events mediated by a text then help to create a person's or community's literacy practices (Barton & Hamilton, 2000). A literacy practice incorporates the context of the literacy event, including its inherent values, attitudes, feelings, relationships, patterns of behavior, and power structures. Research on literacy practices, then, focuses on what a person does with literacy rather than what a person has. Using the example from above, reading a Harry Potter book is a singular literacy event. However, if someone describes reading Harry Potter for entertainment, as a way to relax, or as something he/she does every year, this is now a literacy practice because the hypothetical reader has described his/her feelings or pattern of behavior with the literacy event. The literacy event now has a broader context and meaning turning it into a literacy practice. Cultural Wealth Similar to Gee's (1996) D/discourse theory, Yasso (2005) argued that marginalized students bring different (or non-privileged) cultural wealth to higher education than their White peers. This lens allows for the strengths of marginalized students to come to be recognized and valued, as opposed to looking at what marginalized students supposedly lack. Yasso identified six forms of cultural wealth.

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Section: Discussionsupporting

confidence: 64%

Section: Including the Whole Familymentioning

confidence: 99%

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Literacy events and practices that position Hmong women to meet academic success in community colleges

Koch

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“…The larger study included surveys and six in‐home observations of 15 of the families. For detailed information regarding the larger study, see (Kibler, Palacios, Simpson‐Baird, Bergey, & Yoder, 2016). We identified a single significant case (Patton, 2015) of one family’s reading of a wordless picturebook on four occasions across six 2‐hour visits during 5 weeks in October and November 2012.…”

Section: Methodsmentioning

confidence: 99%

Lessons for teachers: A wordless picturebook in the hands of one Mexican immigrant family

et al. 2020

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Wordless picturebooks provide opportunities for both families and teachers to engage with narrative texts beyond the confines of a particular language. In this ethnographic study, the researchers examined how one multilingual family interacted with a wordless picturebook across time. They observed shifts in who engaged with the reading; evidence of sense‐making as the mother, older sister, and younger sister engaged with the book; scaffolding the mother and older sister provided for the younger sister as her telling of the story became more sophisticated; and intimacy and humor. These observations may have implications for classroom teachers who are interested in using wordless picturebooks to support culturally and linguistically diverse learners. The authors conclude with suggestions for incorporating wordless picturebooks into classroom practice in ways that may be welcoming and productive for students from diverse backgrounds.

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“…Thus, if studies on bilingual strategies heritage language maintenance refer to older generations as experts -parents being primary agents of heritage language socialization -it has been documented in the literature that children tend to be more porficent in the host country language and performing the role of language brokers for their family (e.g., Orellana, 2009;Tse, 2001) and socializing younger siblings into the dominant context (Gregory, 2005;Kibler, Palacios, Simpson-Baird, Bergey, & Yoder, 2016).…”

Section: Agents Of Language Socializationmentioning

confidence: 99%

Ius Soli, Ius Sanguinis, Ius Linguae, or Ius Mundi: Living, Understanding, and Building Transnational Citizenship in a Transnational Multilingual Family in the U.S

Kuznetsova¹

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Bilingual Latin@ children's exposure to language and literacy practices through older siblings in immigrant families

Cited by 32 publications

References 31 publications

Literacy events and practices that position Hmong women to meet academic success in community colleges

Literacy events and practices that position Hmong women to meet academic success in community colleges

Lessons for teachers: A wordless picturebook in the hands of one Mexican immigrant family

Ius Soli, Ius Sanguinis, Ius Linguae, or Ius Mundi: Living, Understanding, and Building Transnational Citizenship in a Transnational Multilingual Family in the U.S

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