Annette Mares-Duran
University of New Mexico-LLSS Program
Question
How might relationships between afterschool educators and families bridge the language and culture gap between home and school for English language learners?
Outline
Introduction
1: Stats from U.S, NM, or Albuquerque regarding ELLs/Graduation Rate in NM, question
2: Hours spent in Afterschool programs, define Afterschool programs
3: Why I chose the topic
4: Purpose of the paper
5: paper structure
7: Barriers and gaps between parents and schools as viewed by parents and educators
●Communication gaps and cultural clashes
●Lack of district plan and teacher preparation (lack of coherence and prestige)
●Lack of teacher reflection on personal funds of knowledge
●Lack of support by system
●lack of meaningful relationships between teachers and students
6: Lack of connection intro + funds of knowledge?
8: Bridging the gaps using after school programming
9: Possible methods used for teacher preparation? (probably not use)
Success stories/Applicable programs in place
●The algebra project
●Zuni High School Classroom
●Sunny side intervention project
●The fifth dimension (program)
●La clasemagica (Program)
Conclusion
References
Ashcraft, M. (2007). Best practices: Guidelines for school-age programs. Farmington, NM: Sparrow Media Group.
This book looks at the best practices for school-age Programs by an Albuquerque leader in After-School programing—tying together brain research, children’s development, and the theories of school-age child development. Building off solid research and theory, this book gives information on planning and implementing quality school age programs.
Barnette, C., Rick, J. (1997). Anthropology in a Zuni high school classroom. In G.D. Spindler (Ed.), Education and cultural process: Anthropological approaches (p.513-535). Prospect Heights, IL: Waveland Press Inc.
Cambourne, B., Kiggins, J. (2013). Reforming how we prepare teachers to teach literacy. In K. Hall, T. Cremin, B. Comer. & L.C. Moll (Eds.), International handbook of research on children’s literacy, learning, and culture. (p. 440-455). Malden, MA: Wiley-Blackwell.
Cole, M. (2006). The fifth dimension: An afterschool program built on diversity.
New York NY: Russell Sage Foundation. (RE-CHECK OUT BOOK)
This book is an example of a practical and applicable afterschool program already in place. This gives me an example of what a bilingual afterschool program looks. According to Michael Cole and the Distributed Literacy Consortium (2006), The Fifth Dimension is an afterschool program that began as a partnership between community centers and local colleges in the 1980s. The programs emphasis is on computer technology and diversity. The program also focuses on improving undergraduate education by providing college students the opportunity to apply their textbook understanding of child development to real learning environments.
Ersoy, F.A., & Cengelci, T. (2008)The research experience of social studies preservice teachers: A qualitative study. Educational Sciences: Theory and Practice, (8)2, 541-554. Retrieved from
Gutiérrez, G., & Rogoff, B. (2003). Cultural ways of learning: individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
This article addresses cultural variation in approaches to learning. Gutierrez & Rogoff (2003) propose the idea for teachers and researches of cultural learning styles to move into the direction of the Cultural Historical Approach which according to the authors, “focuses on the different ways people participate in their communities’ activities instead of using a generalized trait or style that is ascribed to members of particular cultures.” (p.19) In other words people may come from a particular ethnic background, but may not participate in many of the cultural activities or poses all traits from that group. The authors argue against “the common approach of assuming that regularities are static, and that general traits of individuals are attributed categorically to ethnic group memberships.” (Gutierrez & Rogoff, 2002, p.19)
The article points out pros and cons in other research done on cultural learning styles. They frame other styles as inadequate and leading to over generalization. For example “The trait approach assumes that there is a built in relationship between learning style and minority group memberships” (Gutierrez & Rogoff, 2002, p.20) Meaning with this approach educators may end up using one particular way of teaching with a certain group without considering the individual's past experiences or without attempting to provide instruction that builds on those experiences and introduces new ways of doing things.
Good, M., Masewicz, S., Vogel, L. (2010). Latino english language learners: bridging achievement and culture gaps between schools and families. Journal of Latinos and Education, 9 (4), 321-339.
Haplern, R. (2002). A different kind of child development institution: the history of afterschool programs for low income children. Teachers College Record, 104, 178-211.
This article describes the history of afterschool programs in the United States. It describes their evolution and their purpose over time. According to Robert Halpern (2002), the need for afterschool programs began when “paid child labor declined by half in each decade between 1900 and 1930” (p. 180). This caused a growth in the number of children attending school, which then led to a gap of time between school and time at home with their families. This trend pushed kids into the street life after school, “which many adults believed was unhealthy for children, exposing them to unsavory character unwholesome temptation, and illegal activity” (Halpern, 2002, p. 181).
Unfortunately at that time, politicians believed that “immigrant parents were incapable of preparing their children for the demands of a complex, industrial society” (Halpern, 2002, p. 188). Parents and children were struggling to balance their tradition and culture with the demands of adaption to the American world. The first afterschool programs were developed by individuals who intended on “rescuing children from physical and moral hazards posed by growing up in immigrant neighborhoods” (Halpern, 2002, p. 182). Halpern (2002) discusses how one of the goals for afterschool programs at that time was “Americanization,” and to create a “crucible in which various races are melted down into Americans” (p. 187). As time progressed, after WWII, afterschool programs took a turn for the best. They started to become a place where children could go to feel valued, successful, and recognized. Children were beginning to be able to bring their own language into the programs without being forced to use English.
Hathaway, J., Risko, V. (2013). On becoming teachers: Knowing and believing. In: K.Hall, T. Cremin, B. Comer. & L.C. Moll (Eds), International handbook of research on children’s literacy, learning, and culture. (p.427-439). Malden, MA: Wiley-Blackwell.
Heath, S.B. (2000). What no bedtime story means: Narrative skills at home and school. In B.
Levinson et al. (Eds.), Schooling the symbolic animal: Social and cultural dimensions of education. (p. 169-189). Lanham, MD: Rorman & Littlefield Publisher Inc
Hedges, H. (2012). Teachers’ funds of knowledge: A challenge to evidence-based pratice. Teachers and Teaching: Theory and practice, 18(1), 7-24. Retrieved from
Lantolf, J. &Thorn, S. (2006). Sociocultural theory and genesis of second language learning. University of Michigan: Oxford Press.
This article discusses the sociocultural theory in relation to second language learners. Sociocultural Theory is one of the theoretical frameworks I am using for my research. In relation to second language acquisition (SLA), other theorists have been interested in extending Vygotsky’s theories to show how second language learners acquire language when they collaborate and interact with other speakers. This article emphasizes that a child’s family, community, and socioeconomic status shape the learning process because language develops primarily from social interaction.
Lee, S., & Hawkins, M. (2009). Family is here: learning in community based afterschool programs. Theory into Practice, 47(1), 51-58.
In the article, authors Stacy Lee and Margaret Hawkins argue “that through collaboration, schools and community based afterschool programs may be able to bridge the academic and cultural barriers that marginalize low income immigrant youth.
Mc Caleb, B., Sudia, Paloma. (1994) Building communities of learners: a collaboration among
teachers, students, families, and community, St Martin’s Press Inc, New York, NY
This book discusses the theory and research supporting parental involvement in their child’s school setting.
Moll, L., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-141.
This article discusses the Funds of Knowledge Theory. According to Moll, Amanti, Neff, and Gonzalez (1992), their research is to develop innovations in teaching that draw upon the knowledge and skills found in local households (p. 132). This approach is mostly used with students who speak a minority language, or live in a community where their culture is not the majority culture. The term “funds of knowledge” is used to “refer to these historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and wellbeing” (Moll et al., 1992, p. 133). This involves understanding and analyzing the social history of the households, their origins, and the labor history of the families. It is important to look at how households celebrate, handle change, and maneuver difficulties because this can show how families’ problem solve and handle situations thus translating into classroom instruction methods.
Moll, L., Soto-Santiago, S., Schwarts, L. (2013) Funds of knowledge in changing communities. In: International handbook of research on children’s literacy, learning, and culture. Wiley-Blackwell. Malden, MA. p.172-181
National Center for Educational Statisitcs. (2012) English Language Learners. Retrieved from nces.ed.gov/programs/coe/indicator_cgf.asp
Pyng, C. (2007). La clase magica. Pedagogies: An International Journal,2(1), 53-55.
and
Vasquez, O.A. (2003). La ClaseMagica: Imagining optimal possibilities in a bilingual community of learners. Mahwah NJ: Lawrence Erlbaum Associates.
This book and article explore a practical and applicable afterschool program already in place. This gives me background information on how afterschool programs can look. La ClaseMagica was a project developed by University of California, San Diego Professor, Dr. Olga Vasquez. Since La ClaseMagica is an extension of The Fifth Dimension, they share a similar foundation of Sociocultural Theory. The main focus of this project is bilingualism, identity, the social construction of identity, and the community of learners.
Valdes, G. (1996) Con respeto: Bridging the distance between culturally diverse families and schools. New York, NY: Teachers College Press, Columbia University.