Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Office of the Vice Provost for International Programs (MU)
    • Cambio Center (MU)
    • Cambio Center eBriefs (MU)
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Office of the Vice Provost for International Programs (MU)
    • Cambio Center (MU)
    • Cambio Center eBriefs (MU)
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    Developing Inclusive Multilingual Family Literacy Projects

    Dorner, Lisa M.
    Bonney, Edwin
    Trigos-Carrillo, Lina
    Song, Kim
    Kim, Sujin
    View/Open
    [PDF] 2018ebriefdorner.pdf (2.229Mb)
    Date
    2018
    Metadata
    [+] Show full item record
    Abstract
    "Our Multilingual Family Literacy Project was designed in collaboration with a language immersion school in the Midwest that we call the Spanish Immersion Elementary School (SIES). At the time of our partnership, SIES was a one-way or foreign-language immersion school serving kindergarten to fifth grades. Providing the majority of instruction in Spanish through second grade (at which point students attended an English Language Arts class each day), SIES was designed primarily for native English speakers to learn and study their content material in Spanish. However, with a diverse population that included many native Spanish speakers as well as African American youth, there was not one dominant home language across the student body (see Figure 1). The school was rich in language varieties and cultural diversity. Ultimately, SIES aimed to graduate biliterate students with academic proficiency in Spanish and English, and they wanted to develop a family literacy project that honored and built upon families’ backgrounds and languages. In turn, we worked with SIES to develop a Multilingual Family Literacy Project, which included one major introductory event for the entire school and a series of workshops for a small number of families. In contrast to traditional family literacy programs, our project was designed with the following ethos."--Page 2.
    URI
    https://hdl.handle.net/10355/84302
    Part of
    eBrief (Cambio Center)
    Rights
    OpenAccess.
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • Cambio Center eBriefs (MU)

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems