Learning Together: Creating a Community of Practice to Support English Language Learner Literacy

Autor/inn/en	Peercy, Megan Madigan; Martin-Beltran, Melinda; Daniel, Shannon M.
Titel	Learning Together: Creating a Community of Practice to Support English Language Learner Literacy
Quelle	In: Language, Culture and Curriculum, 26 (2013) 3, S.284-299 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2013.849720
Schlagwörter	Communities of Practice; English (Second Language); Second Language Instruction; Second Language Learning; Literacy Education; Family Literacy; Family Programs; Qualitative Research; Case Studies; Bilingualism; After School Programs; Program Descriptions; Parent Teacher Cooperation; Teaching Methods; Elementary School Students; Elementary School Teachers; Researchers; Role; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Community; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Family program; Familienprogramm; Qualitative Forschung; Case study; Fallstudie; Case Study; Bilingualismus; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Rollen
Abstract	This qualitative case study examines an after-school, bilingual family literacy programme that brought together several groups to form a community of practice (CoP) that worked to support the literacy development of English language learners and their families. We explored the following question: How do parents, teachers, students, and other school personnel interact within an after-school family literacy programme and learn from each other as a CoP? Our findings show that family literacy nights offered opportunities for collaboration between different CoPs that did not exist during the regular school day. They suggest that participating in family literacy nights can be an important way to connect various school-based groups to one another and to linguistically diverse families, creating a CoP united by participants' shared interest in literacy development. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10