Escribiendo Juntos: Toward a collaborative model of multiliterate family literacy in English only and anti-immigrant contexts

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Abstract

This article describes an after-school family literacy program as a model of multiliterate collaboration under and against English Only and anti-immigrant conditions. The model reveals how state politics surrounding language, ethnicity, and citizenship may interact with the activity systems of family literacy programs to redefine what counts as sanctioned language and literacy learning within school spaces. This article details the findings of a qualitative study and includes the goals and curriculum of the program, as well as the recruiting mechanisms, participants, participant feedback, and participant experiences. Findings from the study reveal the role of parental investment in language and literacy learning, language co-construction, and honoring of all languages, cultures, and experiences. This family literacy model contributes to literacy studies by offering possibilities for future school-sponsored, multiliterate family literacy research collaborations to draw from and extend the language and literacy practices and funds of knowledge of ELL students, parents, teachers, and literacy scholars working within English Only and anti-immigrant contexts.

Original languageEnglish (US)
Pages (from-to)156-180
Number of pages25
JournalResearch in the Teaching of English
Volume52
Issue number2
StatePublished - Nov 1 2017

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literacy
immigrant
language
school
Family Literacy
Immigrants
English-only
learning
experience
parents
citizenship
ethnicity
Language
Literacy
Language Acquisition
Literacy Learning
curriculum
politics
teacher
student

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

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