Abstract
In this article we draw on our three decades of work in culturally, linguistically, and socially diverse communities – an economically depressed, rural community in Eastern Canada, a culturally and linguistically diverse metropolitan area of western Canada and a First Nations community in north-western Canada – to document the development and evolution of a social-contextually responsive family literacy program. We propose that family literacy programs can build on the strengths that families bring and provide an intersubjective space where families and schools can share knowledge in a reciprocal, respectful manner.
Highlights
Over the last three decades or so, researchers have documented that families can play important roles in children’s early literacy development (Mui & Anderson, 2008; Purcell-Gates, 1996; Taylor & Dorsey-Gaines, 1988)
There has been considerable criticism of family literacy programs (e.g., Auerbach, 1989) and critics of family literacy programs argue that the literacy practices and home languages of families and communities are ignored and that school literacy practices are imposed on families
In this article we draw on three decades of work in culturally, linguistically, and socially diverse communities – an economically depressed, rural community in Eastern Canada, a culturally and linguistically diverse metropolitan area of western Canada and a First Nations community in north-western Canada – to demonstrate that family literacy programs can build on the strengths that families bring and reflect the social-contextual realities of their communities
Summary
Over the last three decades or so, researchers have documented that families can play important roles in children’s early literacy development (Mui & Anderson, 2008; Purcell-Gates, 1996; Taylor & Dorsey-Gaines, 1988). Children learn to use the “cultural tools” including language of their community and culture inter-psychologically as they are guided and supported by parents and significant other people. A significant number of children were reading and writing below grade level, an inordinate number were being placed in special education classes, and many dropped out of junior or senior high school (Norman, 1997). Within this largely working class community, the children’s at-home early literacy and language experiences differed from those at school (Heath, 1983). Those developing the program intuitively knew the importance of involving the community from the beginning of such initiatives and so a series of meetings was held with the school’s Parent Advisory Committee, Community Health Nurses, social workers, the priest of the Anglican Church that many of the families attended regularly, and so forth
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