Family Literacy Practices in Asian and Latinx Families: Educational and Cultural Considerations

ISBN-13: 9783031144691 / Angielski / Twarda / 2022 / 241 str.

Jorge E. Gonzalez; Jeffrey Liew; Gayle A. Curtis

Opis

This book focuses on the literacy beliefs and practices of parents and children from Asian and Latinx heritage backgrounds. In the US, children from Asian and Latinx immigrant backgrounds represent the largest population of dual language learners in schools. While existing research has paid significant attention to the roles of parenting and the home literacy environment on children's literacy development, relatively little attention has been allocated to immigrant families. Chapters aim to meet the need in the field to understand the roles of culture and immigrant experiences on children's literacy learning and development, including immigrant families' home environments and parents' involvement in literacy-related activities in both English and the parents' native language. As Hispanic/Latinx and Asian American populations grow in the US, this book answers an urgent call for school systems and child and family professionals to be aware of issues in this area and how to address them in culturally responsive ways.

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Spis treści

1. Introduction to the Book

2. The (Hidden/invisible) Diversity of Asian American/Pacific Islander and Hispanic/Latino Families in America

3. Asian American and Latino Issues in Education: Complex and Contested 

4. Family Literacy Practices and the Home Learning Environment of Asian and Latino Americans: Path to Literacy and Social Emotional Learning

5. Examining Latinx Familial Literacies through a Testimonio of Pedagogies of the Home

6. Familismo, Respeto, and Bien Educado: Traditional/Cultural, Models and Values in Latinos

7. Chinese American Parents’ Expectations for and Involvement in Children’s Literacy Learning and Achievement: Impacts of Cultural Values and Acculturation

8. Parenting Practices and Home Learning Environments that Promote Reading Motivation, Engagement, and Competence in Chinese Immigrant Families: A Cultural and Self-Determination Perspective to Literacy Development in Early Childhood

9. An Integrated Conceptual Model of Ethnic and Racial Identity Development: Parental Ethnic-racial Socialization and Home Literacy Practices that Promote Ethnic Identity Development in Chinese Immigrant Families

10. The Education Status and Sociocultural Perspectives of Latinos

11. Early Literacy Development in Asian and Indigenous Children of Hawaiʻi: A Theoretical Framework on Multiple Aspects of Home Literacy Environments

12. Family Literacy Practices in Latinx Families

13. Concluding Thoughts

O autorze

Jorge E. Gonzalez is Professor of School Psychology in the College of Education at the University of Houston, USA.

Jeffrey Liew is Professor of Educational Psychology at Texas A&M University, USA.

Gayle A. Curtis is Program Manager for the Asian American Studies Center at the University of Houston, USA.

Yali Zou is Professor of Education Leadership and Policy Studies, University Endowed Professor for Global Leadership Studies, and Director of the Asian American Studies Center at the University of Houston, USA

Blurb

This book focuses on the literacy beliefs and practices of parents and children from Asian and Latinx heritage backgrounds. In the US, children from Asian and Latinx immigrant backgrounds represent the largest population of dual language learners in schools. While existing research has paid significant attention to the roles of parenting and the home literacy environment on children's literacy development, relatively little attention has been allocated to immigrant families. Chapters aim to meet the need in the field to understand the roles of culture and immigrant experiences on children's literacy learning and development, including immigrant families' home environments and parents' involvement in literacy-related activities in both English and the parents' native language. As Hispanic/Latinx and Asian American populations grow in the US, this book answers an urgent call for school systems and child and family professionals to be aware of issues in this area and how to address them in culturally responsive ways.