Making Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books

Si‘ilata, Rae; Jacobs, Mary M.; Gaffney, Janet S.; Aseta, Martha; Hansell, Kyla

doi:10.1002/trtr.2195

Cited by 4 publications

(1 citation statement)

References 27 publications

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“…Developing reading and writing skills within the academic setting is a fundamental component of a student's educational progression, significantly impacting their academic achievement and cognitive advancement. Activities that focus on phonemic awareness, vocabulary expansion, and comprehension exercises facilitate the development of reading and writing abilities during the initial stages of schooling (Si'ilata et al, 2023). These activities are crucial for deciphering written information and developing understanding.…”

Section: Discussionmentioning

confidence: 99%

Students’ Perception of Cultural Literacy Development in Higher Education

Rizal,

Dollah,

Abduh

et al. 2024

IJORER Int. J. Recent Educ. Res.

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Objective: This study investigated the EFL students' perceptions of cultural literacy development in higher education. Method: The research design was an ethnographic study. The study was conducted in two private and state universities in Indonesia. The subjects were students from the English education department at two universities. The researcher chose four students from each university as research subjects who know and understand more about cultural literacy development. The technique for analyzing data in the ethnographic study was descriptive labels, selecting, identifying, generalizing, and noting. Result: This study's findings showed that in higher education, two students have a high perception, one has a moderate, and the last one has a low perception of cultural literacy development in the academic context. Each student’s category generally has a different impact on the development of their cultural literacy in the academic context. Novelty: This study produces the Makugawene (harmonic) Cultural Literacy model to develop EFL students' cultural literacy in higher education.

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Section: Discussionmentioning

confidence: 99%

Students’ Perception of Cultural Literacy Development in Higher Education

Rizal,

Dollah,

Abduh

et al. 2024

IJORER Int. J. Recent Educ. Res.

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Cultural Perceptions of Language Development in a Population Sample of 54-Month-Old Children From Aotearoa New Zealand

Newbury,

White,

Meissel

et al. 2024

Am J Speech Lang Pathol

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Purpose: There is a dearth of information on cultural perceptions of children's language development for ethnic minorities in New Zealand to guide service provision. The current study explored differences across ethnicities in mothers' report of language concern and child language scores within a complex cultural, social, educational, and political context. Method: Data from the antenatal and 54-month waves of Growing Up in New Zealand were utilized. At the 54-month wave interviews, 5,053 mothers were asked if language concerns had been raised and to rate their child's main language proficiency along with other measures. Results: Logistic regression models (including influencing variables) indicated Chinese, Indian, and other Asian mothers were less likely to report language concern, whereas Māori, Pacific, other Asian, and Middle Eastern, Latin American, and African children were more likely to score low on the language measure. Higher maternal education was associated with higher child main language scores, but not with language concerns. Child multilingualism was not associated with low language scores, and these mothers were less likely to raise concern. Conclusions: This study demonstrated differences by ethnicity in mothers' language concern and child main language scores, which are likely to affect access to speech-language pathology services, as these typically rely on parent concern being expressed. Cultural bias in the language measure may also be present. Further research is needed to ask ethnic communities their views on culturally appropriate ways to identify children with communication needs and to develop culturally safe services.

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Learning from newly settled families in an Aotearoa New Zealand playgroup

Jacobs

2023

Journal of Early Childhood Research

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Families engage in a range of cultural practices in their everyday lives that shape children’s early literacies. Given the growing number of children who are living outside the country of their birth or their parents’ birth, more research is needed to highlight the under-recognised literacies of young children shaped by their family cultural practices and immigration experiences. This year-long qualitative study in an Aotearoa New Zealand playgroup explored how newly settled families worked to sustain their cultural practices and supported their young children’s understandings of new cultural norms in the context of immigration. Qualitative data collection methods included participant observation in the playgroup and photo-elicitation and semi-structured interview conversations in family languages. Findings highlight family aspirations and tensions regarding children’s participation in family cultural practices over time, sustaining family languages once children transitioned to school, and notions of belonging. Family participation was integral to interpreting children’s meaning-making in the playgroup, including how children flexibly navigated language differences and unfamiliar cultural practices. This study highlights the importance of learning from families about the linguistic and cultural resources young children draw on to represent, communicate and belong in a new country.

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Making Space for Young Children's Embodied Cultural Literacies and Heritage Languages with Dual Language Books

Cited by 4 publications

References 27 publications

Students’ Perception of Cultural Literacy Development in Higher Education

Students’ Perception of Cultural Literacy Development in Higher Education

Cultural Perceptions of Language Development in a Population Sample of 54-Month-Old Children From Aotearoa New Zealand

Learning from newly settled families in an Aotearoa New Zealand playgroup

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