Different spaces: Learning and literacy with children and their grandparents in east London homes

Jessel, John; Kenner, Charmian; Gregory, Eve; Ruby, Mahera; Arju, Tahera

doi:10.1016/j.linged.2010.11.008

Cited by 16 publications

(13 citation statements)

References 19 publications

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“…Feedback between parents and children is a crucial component of creating the affective and emotional context of shared reading. Jessel et al (2011) refer to fluid, co-constructed 'spaces' that are imbued with different qualities. Therefore, affective atmospheres have a spatial form, emanating from the bringing together of bodies in everyday situations (Anderson, 2009).…”

Section: Framing the Studymentioning

confidence: 99%

Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback

Preece

Levy

2018

Journal of Early Childhood Literacy

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Shared reading with young children has a positive impact on a range of areas including language development and literacy skill, yet some parents face challenges in engaging in this activity. While much is known about the benefits of shared reading, the barriers to the activity are poorly understood. The research presented here draws on in-depth interviews with 20 parents of preschool children to understand home reading practices in a socioeconomically and culturally mixed sample, exploring the motivations and barriers that exist to engaging in shared reading. Results indicate that parents are motivated to engage in shared reading when there is clear evidence of their child's enjoyment. However, parental perceptions of 'negative' child-feedback could be a barrier to shared reading. This has particular implications for the age at which parents perceive reading to be a valued and worthwhile activity for their child, suggesting that some parents may choose not read with their babies because they are not receiving the feedback they require in order to sustain the activity. Moreover, this study also revealed that for many parents, parental enjoyment of shared reading activity was closely related to evidence of childenjoyment, thus creating a further barrier to reading when child-enjoyment was perceived to be absent. This has strong implications for interventions that seek to encourage and support home reading practices between parents and young children.

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Section: Framing the Studymentioning

confidence: 99%

Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback

Preece

Levy

2018

Journal of Early Childhood Literacy

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“…Conocer la forma en que los alumnos aprenden fuera de la clase (ambiente informal), con quién aprenden (interacción), y con qué recursos, puede ayudar a los docentes y autoridades escolares a entender cómo las experiencias del estudiante pueden fortalecer el proceso educativo formal en la sala de clases a través de la L2 o L3, valorando siempre la lengua materna (Jessel et al, 2011, Gregory, 2008).…”

Section: Marco Teóricounclassified

“…El cuestionario no solo se focaliza en el uso de la LM y de las L2 y L3 en la escuela, sino también en cómo los alumnos aprenden fuera de la clase (ambiente informal). De igual forma, considera con quiénes aprenden (interacción) y con qué recursos (Jessel et al, 2011;Gregory, 2008). Junto con las prácticas de alfabetización y uso de las lenguas, considera factores clave motivacionales y contextuales que pueden favorecer el aprendizaje del español en contexto de migración.…”

Section: Conclusionesunclassified

Cuestionario de apoderados de estudiantes haitianos sobre prácticas de alfabetización y lenguas

2019

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“…Literacy learning in particular is co-constructed between the learner and other members of the family or the community. Those members can be siblings (Gregory, 1998(Gregory, , 2001; grandparents (Jessel, Kenner, Gregory, Ruby, & Arju, 2011); or people with whom the learners interact in their daily activities (Volk & De Acosta, 2001). The Likert scale used with this study's participants showed that there is a low level of parental participation in their children's EFL learning at Jorge Abel Molina (JAM) School.…”

Section: Background Of Parental Involvement In Student Learning and Imentioning

confidence: 99%

Exploring the Roles of Parents and Students in EFL Literacy Learning: A Colombian Case

Torres¹,

Castañeda-Peña²

2016

ELT

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There is little scholarly information about parent involvement in their children's English as a Foreign Language (EFL henceforth) literacy learning in the Colombian context. This exploratory-qualitative study looks into the possible roles of parents and children in EFL literacy learning at home, with special emphasis on parental roles and contributions. The study has a three-fold purpose: (1) to describe the behaviour of parents and students when doing EFL literacy tasks at home, (2) to explore feelings and thoughts (perceptions) of parents and students about working together on EFL literacy tasks at home, and (3) to identify ways in which parents contribute to a student's EFL learning. Sixteen ninth grade students at a state school, and their parents or caregivers, carried out a series of EFL literacy tasks in their respective homes. Video recordings, field notes, qualitative interviews, and surveys were used as data collection tools. The results demonstrate that even when parents do not have a command of the English language, they have the potential to help with EFL learning from a non-linguistic point of view (e.g. monitoring children's homework, providing learning conditions, shaping children's minds for EFL by giving advice, and feedback about EFL homework development).

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Different spaces: Learning and literacy with children and their grandparents in east London homes

Cited by 16 publications

References 19 publications

Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback

Understanding the barriers and motivations to shared reading with young children: The role of enjoyment and feedback

Cuestionario de apoderados de estudiantes haitianos sobre prácticas de alfabetización y lenguas

Exploring the Roles of Parents and Students in EFL Literacy Learning: A Colombian Case

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