Family Literacy for Linguistic Minority Populations
Greetings. The following materials are intended to provide an introduction to Family Literacy for Linguistic Minority Population. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ping-Yun Sun
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Family literacy for language minority families: Issues for program implementation
Bilingual/ESL Resources: Literacy for LEP Students & their Families
Family and Intergenerational Literacy in Multilingual Communities
Family literacy programs
Publications about issues important to urban and minority families.
Voices of Central American and Mexican Participants in a Family Literacy Project
Fostering critical literacy through family literacy: A study of families in a Mexican-immigrant community
NCLE's Major Publications address issues of language and literacy for adults learning English.
Online Discussion Groups/Listservs
Family Literacy Discussion List
English as a Second Language Discussion List
PBS Online Discussion Forum of Bilingual Education
Citations from ERIC Database
AN: EJ626250
AU: Meoli,-Paula-L.
TI: Family Stories Night: Celebrating Culture and Community.
PY: 2001
SO: Reading-Teacher; v54 n8 p746-47 May 2001
NT: Theme: Embracing Pluralism Worldwide, Part 2. Classrooms in the U.S.
DEM: *Bilingualism-; *Cultural-Pluralism; *English-Second-Language; *Family-Literacy; *Family-School-Relationship
DER: Elementary-Education
AB: Describes a program where each family shares a story in its native language and the children then provide an English translation when the original was a language other than English. Concludes with the hope that through fostering relationships with students and their families, all can benefit from the merging of the school and home cultures. (SG)
AN: EJ624534
AU: Packard,-Becky-Wai-Ling
TI: When Your Mother Asks for Another Book: Fostering Intergenerational Exchange of Culturally Relevant Books.
PY: 2001
SO: Journal-of-Adolescent-and-Adult-Literacy; v44 n7 p626-33 Apr 2001
DEM: *English-Second-Language; *Family-Literacy; *Intergenerational-Programs; *Parent-Participation; *Reading-Instruction
DER: Elementary-Education
AB: Explores the bi-directional benefits of family literacy practices involving English as a Second Language (ESL) immigrant parents and their children. Discusses the literature on family literacy and culturally relevant texts. Shares and analyzes the case of a shared reading practice. Suggests that this informal family literacy practice could help to further discussions about ESL learners and their children. (SG)
AN: EJ621254
AU: Janes,-Helena; Kermani,-Hengameh
TI: Caregivers' Story Reading to Young Children in Family Literacy Programs: Pleasure or Punishment?
PY: 2001
SO: Journal-of-Adolescent-and-Adult-Literacy; v44 n5 p458-66 Feb 2001
DEM: *English-Second-Language; *Family-Literacy; *Story-Reading
DER: Cultural-Differences; Elementary-Education; Program-Effectiveness; Program-Implementation; Reading-Aloud-to-Others; Social-Environment
AB: Focuses on some of the ways in which literacy program participants from immigrant cultures take up the literacy information and procedures offered to them by their host culture. Demonstrates ways in which institutional responses to nontraditional forms of literacy can be accurately identified and program implementation effectively modified to better serve nonmainstream children and their caregivers. (SG)
AN: ED450606
TI: Reading Aloud to Children in Ilocano. [Audiotape].
CS: Pacific Resources for Education and Learning, Honolulu, HI.
PY: 2000
AV: Pacific Resources for Education and Learning, Ali'i Place, 25th Floor, 1099 Alakea Street, Honolulu, HI 96813-4513 (25-minute audiotape, $2). Tel: 808-441-1300; Fax: 808-441-1385; e-mail: publications@prel.org; Web site: http://www.prel.org.
PR: Document Not Available from EDRS.
DEM: *Bilingual-Education; *Reading-Aloud-to-Others; *Second-Language-Learning; *Uncommonly-Taught-Languages
DER: Audiotape-Recordings; Family-Literacy; Foreign-Countries; Heritage-Education; Language-Minorities; Literacy-Education; Parent-Child-Relationship; Second-Language-Instruction
AB: This series of audiotapes (cassettes) uses a legend from different island communities in the Pacific to model ways parents can read with their children. English is on one side, and Ilocano--the indigenous language of the inhabitants of northwestern Luzon, Mindoro, Mindanao, Philippines--is on the other. (Author/KFT)
AN: ED450605
TI: Reading Aloud to Children in Chamorro. [Audiotape].
CS: Pacific Resources for Education and Learning, Honolulu, HI.
PY: 2000
AV: PREL Publications, Pacific Resources for Education and Learning, Ali'i Place, 25th Floor, 1099 Alakea Street, Honolulu, HI 96813-4513 ($2). Tel: 808-441-1300; Fax: 808-441-1385; e-mail: publications@prel.org; Web site: http://www.prel.org.
PR: Document Not Available from EDRS.
DEM: *Bilingual-Education; *Chamorro-; *Reading-Aloud-to-Others
DER: Audiotape-Recordings; Family-Literacy; Heritage-Education; Language-Minorities; Literacy-Education; Parent-Child-Relationship; Second-Language-Instruction; Second-Language-Learning; Uncommonly-Taught-Languages
AB: This series of audiotapes (cassettes) uses a legend from different island communities in the Pacific to model ways parents can read with their children. English is on one side, Chamorro-- the indigenous language of the inhabitants of Guam and the other Mariana Islands--is on the other. (Author/KFT)
AN: EJ613097
AU: Nurss,-Joanne-R.
TI: Intergenerational Literacy: The Use of Story in Family Literacy Instruction.
PY: 2000
SO: ELT-Journal; v54 n4 p362-68 Oct 2000
DEM: *English-Second-Language; *Family-Literacy; *Literacy-Education; *Oral-Tradition; *Story-Telling
DER: Folk-Culture; Foreign-Countries; Intergenerational-Programs; Second-Language-Instruction
AB: Describes an intergenerational literacy English-as-a-Second-Language program. Stories were used to foster language and literacy development in English and participants' native language. Activities were built on the oral tradition. (Author/VWL)
AN: ED441673
AU: Hammond,-Lorie
TI: Building a Mien American House: An Inter-Cultural Dialogue.
PY: 2000
NT: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED441673
DEM: *Cultural-Influences; *Educational-Anthropology; *Sociolinguistics-
DER: Curriculum-Development; Elementary-Education; English-Second-Language; Minority-Groups; Science-Instruction
AB: This study applies an "anthropological" approach to science teaching in which language minority families work with mainstream educators in a community of learners in which traditional cultural knowledge and Western scientific knowledge blend in an inter-cultural dialogue about what should be taught. The particular context in this paper is a mainstream California elementary school as it interacts with a clan of Mien refugee families from Laos using a family literacy project and a school-community garden as inter-cultural spaces in which dialogue can occur. The target subjects are science and literacy as forwarded by the Bilingual Integrated Curriculum Project (BICOMP), a Title VII Academic Excellence Project for which the author served as disseminator/trainer during the course of this research. The focus of this paper is not on curriculum development, however, but on the inter-cultural dialogue that can occur when minority and majority voices join together to develop curricula appropriate for the children they both teach. This dialogue stands in contrast to standard forms of parent involvement, which either fail to involve language minority families or involve them only as recipients rather than generators of knowledge. (Contains 16 references.) (Author/YDS)
AN: ED453682
AU: Cunningham-Andersson,-Una; Andersson,-Staffan
TI: Growing Up with Two Languages: A Practical Guide.
PY: 1999
AV: Routledge, Taylor and Francis Group, 7625 Empire Dr., Florence, KY 41042 ($15.96). Tel: 800-634-7064 (Toll Free).
PR: Document Not Available from EDRS.
DEM: *Second-Language-Learning
DER: Case-Studies; Code-Switching-Language; Family-English-Literacy; Foreign-Countries; Immigrants-; Interference-Language; Internet-; Interviews-; Language-Acquisition; Language-Attitudes; Language-Dominance; Language-Minorities; Native-Speakers; Parent-Influence; Second-Language-Instruction
AB: The lives of many families involve contact with more than one language and culture on a daily basis. This book is aimed at the many parents and professionals who feel uncertain about the best way to go about helping children gain maximum benefit from the situation. Every family's situation is different, but there is much parents can do to make life with two languages easier for their children. This book is illustrated by glimpses of life from interviews with 50 families from all over the world. The trials and rewards of life with two languages and cultures are discussed in detail, followed by practical advice on how to support the child's linguistic development. In addition to a glossary, bibliography, and index, there are four appendices offering information on how to organize a workshop on raising children with two languages, ways to support a child's development in two languages, documenting a child's linguistic development, and Internet resources for two language families. (Contains 28 references.) (KFT)
AN: EJ594880
AU: Osterling,-Jorge-P.; Violand-Sanchez,-Emma; von-Vacano,-Marcela
TI: Latino Families Learning Together.
PY: 1999
SO: Educational-Leadership; v57 n2 p64-68 Oct 1999
DEM: *Bilingual-Education; *Educational-Improvement; *Family-Literacy; *Immigrants-; *Latin-Americans; *Second-Language-Programs
DER: Elementary-Secondary-Education
AB: The push for the English-only literacy approach sends the wrong message to language-minority families. The Arlington (Virginia) Public Schools have established first-language pilot programs to accelerate Latino students' academic achievement and have welcomed community-based educational initiatives. A family-literacy program motivates parents to become effective learners and productive citizens. (MLH)
AN: EJ568822
AU: Penedes,-Chaz
TI: Teaching in the "Fields."
PY: 1998
SO: American-Language-Review; v2 n3 p16,18 May-Jun 1998
DEM: *Adult-Literacy; *English-Second-Language; *Literacy-Education; *Migrant-Workers
DER: Adult-Education; Basic-Skills; Computer-Uses-in-Education; Educational-Technology; Elementary-Secondary-Education; Family-Literacy; Second-Language-Instruction
AB: As the numbers of migrant farmworkers active in the United States increases, so does the need to provide effective literacy programs for them and their families. Homestate and upstream programs are designed to meet the needs of migrant workers. The paper provides examples of successful programs that involve whole migrant families in literacy education. (SM)
AN: EJ555331
AU: Lanteigne,-Betty; Schwarzer,-David
TI: The Progress of Rafael in English and Family Reading: A Case Study.
PY: 1997
SO: Journal-of-Adolescent-and-Adult-Literacy; v41 n1 p36-45 Sep 1997
DEM: *English-Second-Language; *Family-Literacy
DER: Adult-Basic-Education; Case-Studies; Mexican-Americans; Mexicans-; Reading-Programs; Reading-Research
AB: Describes four aspects of a Mexican immigrant's life in the United States as he works on learning a new language. Describes Rafael as a hard-working employee, an active community member, an enquiring student, and a caring family man. Describes the Harvest America family reading program, the beginning English class curriculum, and Rafael's progress in English and family reading. (SR)
AN: EJ565875
AU: Lesar,-Sharon; Espinosa,-Linda; Diaz,-Rafael
TI: Family Focus for School Success: An Early Intervention Program for Language Minority Children At Risk.
PY: 1996
SO: Journal-of-At-Risk-Issues; v3 n1 p19-28 Sum-Fall 1996
NT: Program supported in part by a grant from the Cowell Foundation.
DEM: *Academic-Achievement; *Early-Intervention; *Family-Programs; *High-Risk-Students; *Language-Minorities
DER: Disadvantaged-Youth; Elementary-Secondary-Education; Low-Income-Groups; Poverty-; Urban-Schools; Urban-Youth
AB: Describes the Family Focus for School Success Project, a model program that provides education and support to language minority families in poverty and their children through comprehensive early intervention for children at risk of academic failure because of their home environments. An evaluation of the first year's efforts with 69 families suggests that the program is effective. (SLD)
AN: ED406860
AU: McCrossan,-Linda-V.
TI: A Model of Institutionalizing an ESL Family Literacy Program. Final Report.
CS: Adult Literacy Center of the Lehigh Valley, Allentown, PA.
PY: 1996
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED406860
DEM: *Agency-Cooperation; *English-Second-Language; *Family-Literacy; *Intergenerational-Programs; *Literacy-Education
DER: Asian-Americans; Churches-; Community-Services; Family-Programs; Hispanic-Americans; Models-; Program-Descriptions; School-Districts; Second-Language-Instruction; Spanish-Speaking
AB: The report describes a family literacy program in the Allentown School District (Pennsylvania). Instructional activities included two adult English-as-a-Second-Language (ESL) classes using resources of the school district, Adult Literacy Center of the Lehigh Valley, and a local church, which provided child care facilities. Adults met twice weekly in classes and a computer laboratory. Once a month the children joined parents in the lab, where the children, to whom the materials were familiar, mentored their parents in language learning. In 1995-96, enrollment was 95 percent Latino and 5 percent Asian, with 44 adults and 30 children under age 18 attending. It was found that in addition to components deemed essential for a family literacy program (early childhood development instruction for parents, parent education, child-parent interaction), other important components include: support services for adults and children; culture brokers/liaisons to interpret program intent to parents and parent information to staff; broadened definition of family and community; ESL curriculum integrating theory and practical content; children and adults learning together; and frequent communication between agencies. This program design is found to provide parents with skills to support children in school and to give parents access to community resources. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
AN: ED405438
TI: Caminos Bilingues al Exito=Bilingual Pathways to Success: A Title VII Bilingual Education Program 1995-96.
Research Report on Educational Grants.
CS: Houston Independent School District, TX. Dept. of Research and Evaluation.
PY: 1996
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *Bilingual-Education; *Curriculum-Development; *Limited-English-Speaking; *Parent-Participation; *Spanish-
Speaking
DER: Elementary-Secondary-Education; Family-Programs; Hispanic-Americans; Inservice-Teacher-Education; Language-Minorities; Literacy-; Program-Evaluation; Staff-Development; Urban-Schools; Urban-Youth
AB: Caminos Bilingues al Exito (Bilingual Pathways to Success), a comprehensive Title VII Bilingual Education program was established in 1995 to serve the 17 schools of the North Area Management District of the Houston Independent School District (Texas). Through teacher training, staff development, parental involvement, and instructional program development, the "Caminos" program aims to serve the approximately 6,000 students in the North Area who are considered limited English speaking. An evaluation was conducted to fulfill Title VII reporting requirements by describing program progress during the initial implementation year. Goals were to: (1) increase the number of bilingual and biliterate graduates; (2) increase the graduation rate of language minority students; (3) increase and retain bilingual teachers and other educational personnel; (4) increase parental involvement in all participating schools; and (5) increase the literacy rate of project parents in target schools. Evaluation results indicate that program staff and teachers have begun developing curricula and learning activities for each of the project components. Teacher training activities were initiated, and parent participation was evaluated as a basis for further program development. Some delays in achieving parental involvement and family literacy objectives were due to the late start in hiring the parent/community liaison. Recommendations are made for program improvement. Four appendixes contain forms used in the evaluation. (Contains nine tables.) (SLD)
AN: ED395291
AU: Rights,-Mollie
TI: Family Literacy Research: A Review of Five Journal Articles.
PY: 1996
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED395291
DEM: *Family-Involvement; *Family-Programs; *Family-Role; *Literacy-; *Parent-Participation
DER: Family-Environment; Family-Influence; Foreign-Countries; Parent-Child-Relationship; Reading-Achievement; Reading-Attitudes
AB: This paper reviews 5 articles published in 1995 on family literacy research. The articles reviewed are: (1) a study on literacy in Iceland by Ronald Taylor which examined how Icelandic families share language and reading related activities; (2) an article by Barbara Moss and Gay Fawcett which describes and comments on different home literacy environments that influence highly literate adults in the United States; (3) an article by Trevor Cairney and Lynne Munsie which describes the goals of the "Talk to a Literacy Learner (TTALL)" program in Australia to increase parental participation in the literacy of their children and to train community resource people to help with community literacy activities; (4) a report by Barbara Come and Anthony Fredericks on the "Families That Read, Succeed" program in Savannah, Georgia which describes planning strategies, school-university collaboration, in-school literacy activities, and offers ideas for home-school connections for at-risk children and their parents; and (5) an article about the "FLAME" program developed by Timothy Shanahan, Margaret Mulhern, and Flora Rodriguez-Brown to provide literacy training to parents in linguistic minority families (in this case, Latino families) to support their children's school learning. (CR)
AN: EJ502771
AU: Shanahan,-Timothy; and-others
TI: Project FLAME: Lessons Learned from a Family Literacy Program for Linguistic Minority Families.
PY: 1995
SO: Reading-Teacher; v48 n7 p586-93 Apr 1995
DEM: *Adult-Literacy; *English-Second-Language; *Hispanic-Americans; *Parents-as-Teachers
DER: Adult-Basic-Education; Program-Descriptions
AB: Describes a Chicago, IL, family literacy program that offers simultaneous and connected education for Latino adults and children. Discusses how the Parents as Teachers and ESL parts of the program are connected; how to construct a family literacy curriculum; what language should be used for family literacy instruction; and what happens in a community when the program leaves. (SR)
AN: ED378845
AU: Mulhern,-Margaret; and-others
TI: Family Literacy for Language Minority Families: Issues for Program Implementation. NCBE Program Information Guide Series, No. 17.
CS: National Clearinghouse for Bilingual Education, Washington, DC.
PY: 1994
AV: NCLE, 1118 22nd Street, N.W., Washington, DC 20037.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED378845
DEM: *English-Second-Language; *Family-Involvement; *Family-Programs; *Limited-English-Speaking; *Literacy-Education
DER: Attendance-Patterns; Curriculum-Design; Family-Role; Language-of-Instruction; Program-Descriptions; Program-Design; Program-Development; Program-Evaluation; Spanish-Speaking
AB: Considerations in designing and implementing family literacy programs for the limited-English-speaking population are examined and some solutions are illustrated in one federally-funded program for Latino families, Project FLAME (Family Literacy: Aprendiendo, Mejorando, Educando/Learning, Bettering, Educating). An introductory section looks at the family's role in children's learning and barriers to family involvement in education. Family literacy programs are seen as a means of forging closer ties between homes and schools. Project FLAME, which emphasizes the role of parents as teachers, is then described. A discussion of program development looks at these considerations: taking the appropriate first steps; determining the location and scheduling of classes; curriculum design; language of instruction; selecting instructional materials; staffing; maintenance of attendance and involvement; and program evaluation. A Project FLAME model lesson plan and a list of resource organizations are appended. Contains 29 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
AN: ED362064
AU: Wong,-Shelley; Amador,-Henry-J.
TI: Poverty and the ESOL Classroom.
PY: 1993
NT: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages Conference (27th, Atlanta, GA, April 13-16, 1993). Uneven print quality may affect legibility.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED362064
DEM: *English-Second-Language; *Immigrants-; *Poverty-; *Teacher-Role
DER: Classroom-Research; Community-Involvement; Elementary-Secondary-Education; Foreign-Countries; Minority-Groups; Parent-Participation; Questionnaires-; Refugees-; Second-Language-Instruction; Socioeconomic-Influences; Student-Characteristics; Teacher-Influence
AB: Education systems in the United States are still reeling from the shock of the recent wave of poor immigrants from Central America. The necessary preparations have not been made to meet the basic needs of the newcomers, while they in turn face an even greater dilemma: survival in a society that blatantly ignores their dreams and aspirations for the future. There is a need to fill the gap between research and an effective education for these language minority people as well as for more meaningful involvement of parents and of the community in the schools; Head Start and Family Literacy are model programs in this area. Informal classroom research on two young Salvadorean refugees, Juan and Chirilagua, conducted as part of the focus on gender, race, and poverty of a graduate psycholinguistic class at the University of Maryland, is presented. The students' backgrounds are described and ways in which the teachers in the students' school system provided for these students are emphasized (e.g., gathering clothing from fellow teachers, assuring the students' participation in the school breakfast and lunch program). A memorandum from Henry Amador addressed to his fellow teachers and describing the "lesson in humility" he had learned from Chirilagua's unselfish use of his small salary, and two questionnaires are appended. (JP)
AN: ED359831
AU: Nurss,-Joanne-R.
TI: Clayton Family Literacy and School Support Services Project: Project Class. Final Report.
CS: Georgia State Univ., Atlanta. Center for the Study of Adult Literacy.
PY: 1992
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED359831
DEM: *Asian-Americans; *Family-Programs; *Hispanic-Americans; *Immigrants-; *Limited-English-Speaking; *Literacy-Education
DER: Adult-Literacy; Cambodians-; Community-Services; Cooperative-Programs; Curriculum-Development; Demography-; Elementary-Secondary-Education; English-Second-Language; Language-Tests; Laotians-; Pretests-Posttests; Questionnaires-; Student-Recruitment; Vietnamese-
AB: Project CLASS, a collaborative family literacy demonstration research project designed to meet the language and literacy needs of limited English proficient families in Clayton County, Georgia, is described. Intergenerational and age-graded classes were provided for Cambodian, Laotian, Vietnamese, and Hispanic adult family members, their out-of-school youth, and their school-age or preschool children. The Project CLASS curriculum, based on the work of D. Scott Enright, was a multi-level, integrated language and literacy curriculum delivered through content-based themes and supplemented by contextually-based activities. Fifty-six families representing 92 adults and 145 children participated; unfortunately, attendance was not consistent, ranging from 2 to 71 percent of classes attended. Reasons for absences and dropouts included job changes, moving, and family problems; additional factors included conflict with a local church program, the closing of a major employer, and violence in the Cambodian community. It is recommended that future family English literacy programs give more attention to ways to motivate families to attend and to remain in the program long enough to demonstrate gains in language and literacy. The integrated, thematic approach; the multi-level, intergenerational activities; and the field trips and holiday celebrations were found to be important components of the family program. The assessment instruments and a list of project dissemination efforts are appended. (Adjunct ERIC Clearinghouse on Literacy Education) (LB)
AN: ED351365
AU: Holt,-Daniel-D., ed.
TI: Alternative Approaches to Assessment and Evaluation in Family English Literacy Programs. Field Test Edition 1992.
CS: California State Dept. of Education, Sacramento. Bilingual Education Office.
PY: 1992
PR: EDRS Price MF01/PC06 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED351365
DEM: *Educational-Assessment; *Evaluation-Methods; *Family-Programs; *Literacy-Education; *Program-Evaluation
DER: Adult-Basic-Education; Data-Analysis; Data-Collection; Field-Tests; Guides-; Interviews-; Limited-English-Speaking; Models-; Program-Development; Program-Implementation; Questionnaires-; Test-Use
AB: This document is a guide to the use of alternative assessments (surveys, interviews, observation measures, and performance samples) in a family literacy project. This resource guide focuses on using alternative approaches to identify learners' needs, determine learners' ongoing progress in meeting project objectives, ascertain overall success of the project, give staff immediate and relevant feedback, enable learners to assess their own development, and meet guidelines contained in Title VII of the Elementary and Secondary Education Act. Chapter 1 contains an introduction to family literacy and presents some of the special evaluation issues related to implementing literacy programs. Chapter 2 presents a model for integrating program planning, implementation, and evaluation. Chapters 3, 4, and 5 illustrate the three phases of assessment and evaluation. Chapter titles and authors are: (1) "Introduction to Alternative Approaches to Assessment and Evaluation" (D. D. Holt); (2) "Integrating Program Planning, Implementation, and Evaluation" (D. Ramirez); (3) "Initial Assessment: First Step to Success" (K. Graham); (4) "Assessing Ongoing Progress: Are We Progressing?" (H. S. Wrigley); and (5) "Collecting, Analyzing, and Reporting Alternative Assessment Results" (S. Gelardi). One figure and 29 sample handouts and survey forms are included. (SLD)
AN: ED384225
AU: Minami,-Masahiko, ed.; Kennedy,-Bruce-P., ed.
TI: Language Issues in Literacy and Bilingual/Multicultural Education. Harvard Educational Review Reprint. Series No. 22.
PY: 1991
AV: Harvard Educational Review, Gutman Library Suite 349, 6 Appian Way, Cambridge, MA 02138.
PR: Document Not Available from EDRS.
DEM: *Bilingual-Education; *Language-Acquisition; *Learning-Processes; *Literacy-; *Minority-Groups; *Oral-Language
DER: Adult-Literacy; Bilingual-Teachers; Cultural-Influences; High-Schools; Hispanic-Americans; Immigrants-; Language-Research; Phonology-; Preschool-Children; Reading-Skills; Second-Language-Instruction; Spanish-Speaking; Syntax-; Transitional-Programs; Writing-Skills
AB: This collection of articles related to language issues and literacy and bilingual and multicultural education include the following: "Three Processes in the Child's Acquisition of Syntax" (Roger Brown and Ursula Bellugi); "Pre-School Children's Knowledge of English Phonology" (Charles Read); "Stages in Language Development and Reading Exposure" (Carol Chomsky); "Trends in Second-Language-Acquisition Research" (Kenji Hakuta and Herlinda Cancino); "The Nature of Literacy: An Historical Exploration" (Daniel P. Resnick and Lauren B. Resnick); "From Utterance to Text: The Bias of Language in Speech and Writing" (David R. Olson); "Literacy and the Oral Foundations of Education" (Kieran Egan); "Literacy and Language: Relationships during the the Preschool Years" (Catherine E. Snow); "Literacy without Schooling: Testing for Intellectual Effects" (Sylvia Scribner and Michael Cole); "The Adult Literacy Process as Cultural Action for Freedom" (Paulo Freire); "Literacy and Cultural Identity" (Bernardo M. Ferdman); "Empowering Minority Students: A Framework for Intervention" (Jim Cummins); "Toward a Social-Contextual Approach to Family Literacy" (Elsa Roberts Auerbach); "Thinking about Bilingual Education: A Critical Appraisal" (Ricardo Otheguy); "Transitional Bilingual Education and the Socialization of Immigrants" (David Spener); "Creative Education for Bilingual Teachers" (Alma Flor Ada); "Promoting the Success of Latino Language-Minority Students: An Exploratory Study of Six High Schools" (Tamara Lucas, Rosemary Henze, Ruben Donato); and "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (Lisa D. Delpit). The book also includes several essay and book reviews. (CK)
AN: ED359815
TI: Descriptive Study of the Family English Literacy Program. Final Report.
CS: Atlantic Resources Corp., Reston, VA.
PY: 1991
PR: EDRS Price MF01/PC11 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED359815
DEM: *English-Second-Language; *Family-Programs; *Literacy-; *Literacy-Education
DER: Academic-Achievement; Federal-Legislation; High-Risk-Students; Limited-English-Speaking; Program-Descriptions; Questionnaires-
AB: Family English literacy programs are designed to help limited-English-proficient adults and out-of-school youth achieve competence in the English language. The purpose of the study presented here was to provide a thorough description of the 54 Title VII Family English Literacy (FEL) programs funded from 1985 through 1989, including program elements, procedures, and the characteristics that have the potential to enhance the academic achievement of students enrolled in the Title VII instructional program. The study objectives were intended to provide descriptive information on all pertinent aspects of the programs including: instructional methods, cycles, and schedules; program structure and organization; project staff; family participation; curriculum development and materials utilization; recruitment and retention strategies; participant characteristics and program benefits as reported by staff and participants. This study describes the FEL projects developed to meet the new federal policy of helping adults acquire English literacy skills through the family unit. Project data were collected by developing and administering a questionnaire to project directors either through a direct field test, by mail, or through site visits. (Adjunct ERIC Clearinghouse on Literacy Education) (VWL)
AN: ED343453
AU: Quintero,-Elizabeth; and-others
TI: Project FIEL: Family Initiative for English Literacy Handbook.
CS: El Paso Community Coll., TX. Literacy Center.
PY: 1990
PR: EDRS Price MF01/PC08 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED343453
DEM: *Family-Programs; *Hispanic-Americans; *Intergenerational-Programs; *Literacy-Education; *Parents-; *Reading-Instruction
DER: Bilingualism-; Community-Colleges; Cultural-Context; Curriculum-Development; Demonstration-Programs; Guidelines-; Lesson-Plans; Models-; Parent-Child-Relationship; Program-Implementation; Questionnaires-; Social-Environment; Student-Evaluation; Two-Year-Colleges
AB: This handbook is a description of a Title VII Family Literacy Project implemented through El Paso Community College Literacy Programs in the El Paso, Texas area. The perspective is that literacy education in culturally and linguistically diverse areas must be an evolving, developmental process. The intergenerational Family Initiative for English Literacy (FIEL) project was designed to help parents help their children. Teachers adapted a skeletal curriculum and instructional activities to meet their own teaching styles and to meet the interests and needs of the learners. This handbook first reviews the project and then reports on the following topics: instructional model; project design rationale; model implementation; curriculum evolution; recruitment; teacher development; parent groups; ongoing evaluation; final evaluation; and implications for parent involvement, bilingual classrooms, literacy development of adults and children, teachers as intellectuals, and multicultural education. Appendices include the following: sample lessons, debriefing notes, information on curriculum evaluation and changes, recruitment meeting invitations and fliers, items related to teacher development and ongoing evaluation, FIEL newsletters, fliers and evaluation forms, parent interview forms (including Spanish version), and lists of referrals. (LB)
AN: ED337033
AU: Nissani,-Helen
TI: Early Childhood Programs for Language Minority Children. Focus, Occasional Papers in Bilingual Education, Number 2.
CS: National Clearinghouse for Bilingual Education, Washington, DC.
PY: 1990
SO: Focus-; n2 Sum 1990
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED337033
DEM: *Early-Childhood-Education; *English-Second-Language; *Family-Programs; *Parent-Participation; *Program-Development; *Second-Language-Programs
DER: Access-to-Education; Bilingual-Education; Child-Development; Cultural-Differences; Developmental-Stages; Family-Role; Resource-Allocation; Staff-Development
AB: General issues in the development of programs for language minority children at the preschool level, ages 2-4, are discussed. Focus is on the need to meet their comprehensive needs, and the five following points are made: (1) programs should be designed to serve the child's social/emotional, physical, and cognitive development within the context of the family and community and the programs must employ developmentally appropriate practices that respect individual differences and choices; (2) parents should be an integral part of the programs, which must also incorporate the family and home culture; (3) staff should be trained to provide comprehensive services to young children; (4) programs should not segregate children according to family income, and all children should have equal access to quality programming; and (5) adequate and consistent funding is needed. Implications of each point are discussed. It is concluded that, faced with increased stress and poverty, as well as changing lifestyles, demographics, and social issues, the language minority family requires services to strengthen it and support the development of healthy, competent young children. Contains 26 references. (LB)
AN: ED335436
AU: Kwiat,-Judy-A.
TI: Issues in Home/School Involvement Programs for Parents of Language Minority Students.
PY: 1990
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April, 1990).
PR: EDRS Price MF01/PC01 Plus Postage.
DEM: *English-Second-Language; *Inservice-Teacher-Education; *Parent-Participation; *Parent-School-Relationship; *School-Involvement
DER: Elementary-Secondary-Education; Parent-Education; Parent-Role; School-Role; State-Programs
AB: This document describes the first year of an intensive training project involving 24 individuals in teams of 3 from 8 Illinois school districts. The teams were used to train school personnel and parents in Illinois with the goal of developing parent involvement programs for parents of language minority students. Training teams participated in five whole-day Saturday workshops that focused on the following areas: (1) a review of the research on and the history of parent participation; (2) the roles and basic responsibilities of the family and the school in making the home a supportive learning environment; (3) the roles of the family and the school in improving collaboration and cooperation between the home and school; (4) the roles of the family and the school in improving communication between the home and the school; and (5) the responsibilities of the family and the school in defining roles in governance and advocacy. School districts planned to implement the following programs: (1) family literacy programs; (2) opportunities for parents and children to experiment with word processing; (3) informational and skill-building workshops for parents; (4) improvement of cross-cultural relations within the school; (5) tutoring programs that utilize bilingual parents; and (6) programs to increase parent understanding of school organization and to develop a network that will allow parents to access community resources. Baseline evaluation information was collected during the first training sessions and will be compared to similar information supplied by the school districts. Statistical data are presented in one table. A 79-item bibliography is appended. (FMW)
AN: ED328099
AU: Ramirez,-David; and-others
TI: Efforts to Help Parents of LEP Students Take Many Forms.
PY: 1990
SO: BEOutreach-; v1 n3 p1,8-14 Oct 1990
PR: EDRS Price MF01/PC01 Plus Postage.
DEM: *Adult-Literacy; *Family-Programs; *Limited-English-Speaking; *Literacy-Education; *Parent-Education
DER: Elementary-Secondary-Education; Federal-Programs; Financial-Support; Models-; Program-Design; Public-Policy; School-Districts
AB: Parents of limited-English-proficient (LEP) students often face linguistic and cultural challenges while trying to support their children's education. Parents depend on educators to help them strengthen their abilities in these areas. Language, literacy, and cultural needs may vary widely, and parent education programs should be adapted to this diversity. Three different program types, each different in funding source and organization, serve as models and each is described in this overview: (1) the Title VII Family English Literacy Program (FELP), funded through the federal Office of Bilingual Education and Minority Languages Affairs, which provides instruction for parents and out-of-school youth and focuses on parenting and language development contributing to academic success; (2) the Chapter 1 Even Start Program, which provides family-centered educational services to help parents become full partners in their children's education, assists children in achieving their full potential, and provides parent literacy training; and (3) the Systematic Training for Effective Parenting (STEP) programs for improving family relationships and helping children become responsible and confident. These programs use a commercially available curriculum, are implemented by school districts, and are funded through various sources. The story on Even Start was contributed by David Ramirez; the story on STEP was contributed by Marisol Naso and Evangelina Mirande. All three of these projects respond to California state board of education policy on parent involvement. (MSE)
AN: ED322793
TI: Family English Literacy Network, 1986-1989. Three Year Summary Evaluation Report.
CS: Florida International Univ., Miami. Coll. of Education.
PY: 1990
PR: EDRS Price MF01/PC03 Plus Postage.
DEM: *English-Second-Language; *Family-Programs; *Literacy-Education; *Outcomes-of-Education; *Program-Effectiveness; *Program-Evaluation
DER: Adult-Education; Interviews-; Limited-English-Speaking; Parent-Participation; Second-Language-Instruction
AB: A 3-year summary evaluation report is presented concerning the success of the Family English Literacy Network (FELN) project of Florida International University. The report addresses the following questions: (1) Did the project meet its proposed objectives in a timely fashion? (2) Did the project participants demonstrate a significant increase in English language skills as measured by the California Adult Student Assessment System (CASAS) system? (3) Did the project participants demonstrate a significant increase in school involvement activities after participation in the program as measured by the parent inventory? (4) Did the project participants demonstrate a significant increase in knowledge and skills in parenting as measured by the parent test? The evaluation of this project consisted of a process evaluation of the project's implementation and progress towards its stated goals, and a product evaluation of the results of testing efforts designed to measure the effectiveness of the instructional program. Data were collected through interviews, reviews of documentation of project activities, reviews of documentation relating to the literacy task force and symposium, and compilation and analysis of the demographic, parent, and CASAS test data for project participants. The results indicated that FELN had achieved its goals for the project period. (GLR)
 Family Resource Center Handbook: How To Establish And Manage A Family Resource Center |
Other Resources (available either for sale or via interlibrary loan)
Title: Assessing success in family literacy and adult ESL
Authors: Holt, D. D.; Van Duzer, C. H.
Year and edition: 2000; 2nd ed.
Publisher: Center for Applied Linguistics
Title: An investigation of family awareness and use of literacy resources available through the community and school: report on a research project undertaken by QUT in collaboration with Kruger and Carole Park State Schools : a research report
Authors: Broughton, B.; Mallan, K.; Walker, S.
Year: 1997
Publisher: Language Australia Child/ESL Literacy Research Network-Queensland Node,
Title: Institutionalizing an ESL family literacy program
Author: McCrossan, L. V.
Year: 1996
Publisher: Adult Literacy Center of the Lehigh Valley
Title: Immigrant learners and their families: literacy to connect the generations
Authors: Weinstein-Shr, G.; Quintero, E. P.
Year: 1995
Publisher: Center for Applied Linguistics and Delta Systems.
Title: Family literacy for language minority families: issues for program implementation
Authors: Mulhern, M.; Rodríguez-Brown, F. V.; Shanahan, T.
Year: 1994
Publisher: National Clearinghouse for Bilingual Education
Title: Clayton family literacy and school support services project: Project CLASS. Family English literacy curriculum
Authors: Nurss, J. R.; Rawlston, S.
Year: 1992
Publisher: Center for the Study of Adult Literacy
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