"Want to Hear My Story?" Developing Latino Children's Written Narratives through Culturally Relevant Family Photographs

Autor/inn/en	Cataldo, Raquel; Alanís, Iliana
Titel	"Want to Hear My Story?" Developing Latino Children's Written Narratives through Culturally Relevant Family Photographs
Quelle	In: Association of Mexican American Educators Journal, 15 (2021) 1, S.29-56 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2377-9187
Schlagwörter	Hispanic Americans; Cultural Influences; Emergent Literacy; Culturally Relevant Education; Language Usage; Writing Instruction; Preschool Education; Preschool Children; Bilingual Education; Photography; Family Environment; Story Telling; Personal Narratives; Spanish; English; Texas + Suchen Sie Ihr Suchwort? Hispanic; Hispanoamerikaner; Cultural influence; Kultureinfluss; Frühleseunterricht; Sprachgebrauch; Schreibunterricht; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Bilingual teaching; Bilingualer Unterricht; Fotografie; Familienmilieu; Erlebniserzählung; Spanisch; English language; Englisch
Abstract	Research supports the importance of developing early literacy skills through culturally relevant activities and school/home partnerships as essential ingredients in high quality early learning environments (Bentley & Souto-Manning, 2019; Gay, 2000). Educators, however, frequently dismiss the significance of honoring a child's first language, family, and culture when developing early literacy skills (Purcell-Gates, Melzi, Najafi, & Orellana, 2011). Integrating children's linguistic and cultural understandings, however, is valuable and meaningful for their academic success and overall development (Gonza´lez, Moll, & Amanti, 2005). The purpose of this study was to explore children's narratives as a culturally relevant practice that promotes early writing. Using student data from a prekindergarten dual language classroom, we found that using family pictures from home provided multiple iterations of children's stories and demonstrated how Latino families' cultural experiences are significant for the development of children's emergent writing development. Implications for practice are discussed. (As Provided).
Anmerkungen	Association of Mexican American Educators. 634 South Spring Street Suite 908, Los Angeles, CA 90014. Tel: 310-251-6306; Fax: 310-538-4976; e-mail: executivedirector@amae.org; Web site: http://amaejournal.utsa.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01