The concept of educación: Latino family values and American schooling

Reese, Leslie; Balzano, Silvia; Gallimore, Ronald; Goldenberg, Claude

doi:10.1016/0883-0355(95)93535-4

Cited by 183 publications

(163 citation statements)

References 5 publications

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“…These advanced forms of story telling observed in conversations about transgressions add further support to previous work that singled out talk about children's behavior as a culturally salient topic of conversation for Latinos (Sparks, 2008). Research exploring parental attitudes and beliefs about child socialization has found that Latino parents (across social classes) place a high value on the importance of sustaining positive relationships with others and acceptance by the community (Harwood, Miller, Irizarry, 1995;Reese, Balzano, Gallimore, & Goldenberg, 1995). In our sample, these values are expressed in mother-child conversations about past misbehavior.…”

Section: Discussionsupporting

confidence: 48%

High point narrative structure in mother-child conversations about the past and children’s emergent literacy skills in Costa Rica

Sparks

Barboza

Ríos

et al. 2013

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Abstract.The relationship between narrative coherence in mother-child conversations about past events and children's concurrent emergent literacy was examined in a sample of 32 Spanish-speaking, middle-class, Costa Rican mothers and their preschoolers. Coherence, as expressed in the constituents of high point narrative structure, was measured in reminiscing conversations about everyday events. Our purposes were twofold: 1) to see whether their co-constructed narratives in talk about the past could be meaningfully examined for the constituents of high point narrative structure and 2) to explore the links between coherence in these narratives and children's language and literacy skills. We found a full range of the constituents of high point structure in these conversations, with more advanced forms of narrative structure produced in conversations about the child's misbehavior. Conversations about misbehavior events were most frequently in the form of classic, high point narratives. In addition, a rich set of relationships between coherence in reminiscing conversations and children's language and literacy skills were observed. The results revealed similarities in the narrative practices found in this middle-class sample in Costa Rica to both middle-class families in other parts of the world and to conversation and cultural practices unique to Latino communities.Key words: Parent-child conversations, reminiscing, autobiographical memory, narrative, culture, elaborations.Resumen. Este estudio examina la relación entre el nivel de coherencia narrativa observado en conversaciones madrehijo sobre eventos pasados y el desarrollo de la alfabetización emergente de niños y niñas en una muestra constituida por 32 díadas costarricenses, de clase media, que utilizan el español como su lengua materna. Se determinó el nivel de coherencia presente en estas conversaciones sobre eventos pasados para lograr dos propósitos: 1) identifi car si los elementos que caracterizan las narraciones con estructura de punto álgido estaban o no presentes en dichas conversaciones, y 2) explorar la relación entre el nivel de coherencia en dichas narraciones co-construidas y el desarrollo del lenguaje y la alfabetización de los niños y las niñas de la muestra. Nuestros resultados señalan la presencia de un rango importante de elementos de la narración con estructura de punto álgido en las conversaciones analizadas, encontrándose las formas más avanzadas en las conversaciones sobre eventos pasados en las cuales el niño o la niña presentó un mal comportamiento. La mayor parte de las conversaciones sobre mal comportamiento presentaron la estructura narrativa de punto álgido. Además, se encontraron múltiples correlaciones entre los niveles de coherencia narrativa de las reminiscencias y el nivel de desarrollo del lenguaje y la alfabetización de los niños y las niñas. Como tal, los resultados apuntan tanto a similitudes entre las prácticas narrativas encontradas en la muestra participante y las prácticas de familias de clase media en otras latitudes, as...

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Section: Discussionsupporting

confidence: 48%

High point narrative structure in mother-child conversations about the past and children’s emergent literacy skills in Costa Rica

Sparks

Barboza

Ríos

et al. 2013

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“…Reese et al (1996) highlight the different understanding of "education" held by Latino parents in the US whereby "educacion" is interpreted as inculcating proper and respectful social behaviour, as opposed to mere academic achievement, as viewed under this term in Europe and the US. Using audiotaped, interview and observational data, Gregory (1996) and contrast Bangladeshi British and Anglo families in London"s East…”

Section: Socialisation In Cross Cultural Contextsmentioning

confidence: 99%

Snow White in different guises: Interlingual and intercultural exchanges between grandparents and young children at home in East London

Gregory¹,

Arju²,

Jessel³

et al. 2007

Journal of Early Childhood Literacy

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Grandparents play a significant role in childcare and one activity that frequently occurs within this context is story-reading. However, relatively little attention has been given to the potential part that grandparents can play in terms of language and literacy development of young children. This article reports on work investigating the interlingual and intercultural exchanges occurring in a home setting in East London.In particular, it focuses on how the traditional heritage pattern of story and rhyme reading by a grandmother of Bengali origin is fused with evident practices experienced by her six year old grandchild. The data not only reveal the multiple worlds inhabited by the grandchild during story-reading but also the syncretism of these worlds on a number of levels. This paper contributes to the small but growing body of investigation into the reading styles occurring within families from different cultural backgrounds. (Jessel et al., 2004: 19) (Bengali speech has been transliterated and is in italics) KeywordsGrandparents are rarely considered as expert language and literacy teachers of young children at home. This is particularly the case when families have migrated and the older generation does not speak fluently the language of the host community. Even when grandparents are recognised as mediators of the heritage language and culture, it is assumed that interactions will not be in the language of the host country and that the learning practices and corresponding cognitive demands are likely to be very different 4 from those of the mainstream school. In Britain, such neglect of grandparenting skills may in part be due to the pressure on teachers to send school work home in order for parents to practise with their children for national tests they must sit at age seven and eleven. Within this paradigm, only activities directed by the school count as relevant and valid learning; activities that by necessity exclude different languages as well as the skill of translating and interpreting both written and oral texts.This paper sets out to question the above paradigm. Through the detailed analysis of Sahil and his grandmother Razia reading a story together, it shows how both generations syncretise languages, texts and interaction patterns to produce dynamic and linguistically rich practices. These practices involve not only the teaching of skills needed for school, but a wealth of additional skills on the part of the grandmother. We see how grandparents modify their language and cultural practices in the light of the child"s knowledge, which is very different from their own. Not only, therefore, do they hand knowledge down across generations, but they blend traditional practices, language and knowledge with the new skills in English that their grandchildren are more competent to share. Finally, we see clearly how a young child like Sahil, with the help of his grandmother, has access to multiple worlds and ways of knowing as he steps into his London school. Learning in Cross-Cultural Contexts: ...

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“…Instead, many of these values may actually serve to support or complement educational achievement (García, 2004;Reese, Balzano, Gallimore, & Goldenberg, 1995).…”

Section: Existing Research On "Minority" Parent Involvementmentioning

confidence: 99%

Reconceptualizing Indigenous Parent Involvement in Early Educational Settings: Lessons from Native Hawaiian Preschool Families

Kaomea

2012

iipj

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Indigenous families are often perceived by teachers and school administrators as disinterested and uninvolved in their children's education. This article aims to complicate that longstanding stereotype. A detailed, qualitative case study of two Native Hawaiian preschool families reveals compelling counterstories of Indigenous parents who are deeply concerned about their children's education, but are limited in their familyschool involvement by a range of (post)colonial, social, psychological, and economic challenges that make it difficult for them to engage with schools in conventional ways. The study raises awareness of the skillful resolve with which Indigenous families employ their limited resources to support their children's education. It challenges educators and policy makers to imagine creative possibilities for drawing Indigenous families into collaborative activity with contemporary schools.

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The concept of educación: Latino family values and American schooling

Cited by 183 publications

References 5 publications

High point narrative structure in mother-child conversations about the past and children’s emergent literacy skills in Costa Rica

High point narrative structure in mother-child conversations about the past and children’s emergent literacy skills in Costa Rica

Snow White in different guises: Interlingual and intercultural exchanges between grandparents and young children at home in East London

Reconceptualizing Indigenous Parent Involvement in Early Educational Settings: Lessons from Native Hawaiian Preschool Families

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