Abstract
In this theoretical article, the author explores the perceptions that drive the development of family literacy programs aimed at preparing limited‐English‐proficiency (LEP) families for schools in the United States. Examining English language learning with regard to power dynamics within a society and culture, the article considers the spectrum of approaches to family literacy ranging from efficiency‐driven deficit models to more holistic community‐ and family‐centered models. The author argues that a critical inquiry‐based approach to family literacy programs, based on Freirean principles of problem posing, can better serve LEP populations in their transitions into U.S. school systems. The article examines three inquiry‐based family literacy programs through the lens of a critical problem‐posing framework and ends with suggestions for program development and future research.
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