Handbook of Family Literacy, 2nd Ed.

Barbara Hanna Wasik, editorChapter 16

Scott, K.M.; Brown, J.M.; Jean-Baptiste, E. & Barbarin, O.A.RDG690/D. Brown, Ph.D.

LUCY B. HOUSTON, PRESENTER

A Socio-Cultural Conception of Literacy Practices in African American FamiliesKristin M. Scott, Jeffrey M. Brown, Esther Jean-Baptiste, and Oscar A Barbarin

Presenting exiting research on the strength approach to understanding and using family life to improve the development of literacy.

Introduced as a framework for analyzing the literacy practices of African American families that

Hale-Benson, J., (1982)

The problemDomination of the deficit model in research on African American families

Deficit model identified families’ limitations but failed to advance knowledge on way to understand African American families and how to use that knowledge to improve literacy development.

Family strength model is common but has been ignored as “hopelessly romanticizing African American families or as useless and vacuous because they fail to identify practical strategies”. p. 239

The Strength Approach vs

deficient

Resilience in African American Children and Youth: A Vision for Optimal DevelopmentAPA Task Force on Resilience and Strength in African American Children and Youth, (2008)

https://www.apa.org/pi/families/resources/resiliencerpt.pdf

Socio-Cultural Model of Literacy Development in African American Children

Reframe thinking about literacy developmentExplain how culture is responsible for differences in literacy developmentIdentify aspects of culture related to literacy developmentIdentify important cultural knowledge that shapes preparation for schoolProvides insight into the cognitive, linguistic, behavioral & interpersonal context of the African American family

Model for Reframing thinking about

Literacy for African Americans, p.241

Validating principles for social context as a framework for analysis

Socialization and acquisition of literacy skills of children from different cultural groups can be distinguished by the cognitive, behavioral, linguistic and social context. Characteristics of family life are expressed in their “cultural beliefs, socialization goals and practices, language, roles and relations”. p. 242

The socio-cultural context provides a “window into the family, its perspectives, the sources of its motivation, its strengths and the challenges it faces”. p. 242 When the context of literacy development is known, the knowledge can provide a basis for speculating about the presence and quality of literacy experiences and materials.

It is essential to understand the socio-cultural context in designing intervention for African American students. Interventions should be sensitive to the family literacy context in order to result in greater success in achieving goals.

Defining cultureCulture is the central focus of the chapter

Drawing on Gay (2002), culture “is more precisely understood as a dynamic system of shared beliefs, practices, roles, and relationships which give order and meaning to life”.

Language most important cultural element related to literacy

Competence in language is indispensable, i.e. “sine qua non “

On a deeper level, culture is a stabilizing force that passes on ideas about what is to valued, problem solving, and skills that are valued and passed on.

Framework for interpreting the world.

Different cultures have different beliefs about control over events in their life.

Literacy as a Cultural Activity Instrumental, i.e. purposeful, functional, therefore varies in cultural and ethnic groups.

Literacy of a culture cannot be understood outside of the context, , i.e, “social language”, citing Gee (2003)

Socio-cultural learning theory (Vygotsky) which emphasized the connection between the social and cultural context in developing reading competence, has provided a lens for studying literacy development, citing Anderson, Anderson, Friedrich, and Kim (2010)

Caveats

Be aware of that family life and culture are ever changing

Cultural features are not entirely unique to African American but may be found in other cultural groups

Presence of features discussed vary amongst African American families.

ONNIM ONNIM NO SUA A OHU“He who does not know can know from learning”

Adinkra Symbol for a life long quest for knowledge from Cloth as Metaphor, G.F. Kojo Arthur

THE COGNITIVE CONTEXT: FAMILY BELIEFS, VALUES AND ASPIRATIONS

Cognitive ContextSpirituality

Spirituality as a leading principle in life Historical congregating among enslaved Africans and African Americans only allowed for religious worship Family Literacy, reading often done with text such as Bible and Qur’an as a part of spiritual development Spiritual metaphors an untapped resourceSpiritual text can be used in the classroom if standards based, teacher is inclusive and avoids biasness towards a particular faith.

Cognitive ContextHigher Educational Aspirations

Education as a means of improving the quality of life

Education seen as necessary for continuous progress in life

Despite recent school failures, families continue to have aspirations for academic achievement for their children (National Education Longitudinal survey, Early Childhood Longitudinal Study-Kindergarten, and National Survey of Black Americans, 2009)

Cognitive ContextNominal Knowledge and labeling

Nominal knowledge, i.e. identifying and labeling, traditional approach to preparing children for school

Family belief that nominal knowledge perquisite to communication and necessary for safety, e.g. name, parents’ name, address, telephone number.

Result has been less time given to developing inferential thinking or responding to inferential questions

Readiness results from, Barbarin et al, survey. Half of participants engaged in emergent literacy skills with their children, but only 1 in 25 developed numerical skills.

No significant difference between practices of low and middle social economic status families.

Emphasis on nominal knowledge the result of beliefs about reading as more instrumental than entertaining.

Monkey Wrench – Slave Quilt CodeGather tools for the journey, memory, food and knife

THE LINGUISTIC CONTEXT: DIALECT AND CONTEXTUALIZED COMMUNICATION

Translating Ebonics Little Brown Baby

BY PAUL LAURENCE DUNBAR

Little brown baby wif spa'klin' eyes,

Come to yo' pappy an' set on his knee.

What you been doin', suh — makin' san' pies?

Look at dat bib — you's es du'ty ez me.

Look at dat mouf — dat's merlasses, I bet;

Come hyeah, Maria, an' wipe off his han's.

Bees gwine to ketch you an' eat you up yit,

Bein' so sticky an sweet — goodness lan's!

Dunbar was to Ebonics as Sequoyah was to CherokeeBorn: June 27, 1872, Dayton, Ohio

Died: February 9, 1906

Spouse: Alice Dunbar Nelson (m. 1898–1906)

Education: Howard University

Plays: In Dahomey

The Linguistic Context: Dialect

Language is the most influential aspect of culture.

Language referred to as African American Vernacular (AAVE), deemed improper English which often results in stigmatizing the speech of African Americans.

Reference Lisa Delpit and Perry ( 1998) to discuss Oakland, California school district. Student failure attributed to AAVE.

In 1996 the Oakland School Board Resolution: Professional Development for teacher in the use of Ebonics as an intervention.

References: Linguistic Context Coleman, R.R. & Daniel, J. J. (2000). Mediating Ebonics, Journal of Black Studies, 31, 74-95, SAGE

Delpit, L. (2006). What Should Teachers Do? Ebonics and Culturally Responsive Instruction. In S. J. Nero, Dialects, Englishes, creoles, and education (pp. 93-101). Mahwah: Lawrence Erlbaum Associates Publishers.

Thompson, F. (2000). Deconstructing Ebonics, Myths: The First Step in Establishing Effective Intervention Strategies. Interchange, 419-445.

Linguistic Context:contextualized communication

Enslavement and laws prohibiting teaching and learning to read resulted in an oral tradition.

Word of mouth to recant bible verses and stories.

Family history of passed down orally.

Oral tradition consisted of stories and songs in context of the lives of the people.

Transition from oral to written in school is most often decontextualized.

Decontextualized text has little or not connection, or shared knowledge between the narrator and the reader.

Intervention would involve understanding levels of abstractness of text and exposure to more decontextualized text prior to school.

Note: Oral tradition long standing tradition in African and has always been valued as an effective mode of communication

Monitoring comprehension Explain the difference between contextualized and decontextualized text to a partner. Give and example. Discuss why you think it’s problematic for African American children.

SANKOFA – “return and get it”Symbol for the importance of learning from the past

THE BEHAVIORAL CONTEXT: FAMILY LITERACY PRACTICES

The Behavioral context: Family Literacy Practices

Practices and strategies driven by beliefs and goals

Beliefs and goals drive how parents structure behavior and expectations

Selected experiences their behavior and view of their society and the world.

Language and general knowledge important to literacy development. Frequent and rich language interactions promote literacy development (Jordan, Snow, & Porche, 2000)

Other effective strategies – modeling reading, proving printed materials, time and a location for reading (Sonnenschein, Brody, & Munsterman, 1996)

Multi-state study – variety of strategies used. Skills such as singing and storytelling and be used as interventions but ignored.

Mothers adapted literacy practices to age and ability level of child(ren). Engaged in modeling. Hammer (2000)

More commands and directives observed with low SES families.

Relative to other ethnic groups, African American parents rarely asked questions about story.

Behavior Context: Four styles or practices

Text reading – verbatim reading of text, no elaboration

Modeling – verbal labeling, child repeats, inviting child to participate, practicing and reinforcing

Limited joint attention – response from child solicited by ended when child does not respond

Child centered reading – child has major role in the unfolding of story by using anticipation.

In sum, a variety of practices used, adaptations made for age and ability, insignificant difference in SES raise issue with SES and poverty will not preclude them from acquiring practices that will enhance literacy development.

Melody Bell, Griot, a.k.a Alfihttps://www.youtube.com/watch?v=71P0l9dMYRQ

Unity Caving – Ghana, West AfricaCarved from a single piece of wood

INTERPERSONAL CONTEXT: RELATIONSHIPS AND POSITIVE CLIMATE FOR READING

Interpersonal Context: Relationships and Positive Climate for Reading

Parent role in literacy development significant

Literacy development may be adversely effected by poor quality relationships

Negative socio-emotional experience can impact cognitive and emotional development

More supportive and nurturing homes result in higher cognitive development (Study of Early Child Care and Youth Development; National Institute of Child Health and Human Development NICHD, 2010)

Positive relationships result in greater self-regulation which is a prerequisite to skilled reading and motivation.

Children enjoy reading more when it is a positive interaction (Sonnenshein et al), p. 249

Implications for Family Literacy Interventions

Integration of culture results in greater motivation and achievement (Gay, 2002, Hale-Benson, 1986).

Involvement of families would be more effective if it reflects cultural context.

Expand parents and caregivers perception and practice beyond nominal labeling.

Build upon oral traditions.

Joint or shared reading as a creative interactive experience, with talk that builds comprehension.

RecommendationsProvide opportunities for active narration, akin to home culture

Internet based experiences for reading instruction, use of digital software to develop letter and word recognition, and to facilitate a cultural context.

Strengthen the cultural emphasis in pedagogy: collaboration that encourage oral expression, and read about other cultures

Reading meaningful literature about people’s lives.

Increase the congruence of practices at home and school: eliminate assumptions of deficient and mismatch between home and school that results form less exposure to language, rules of discussion and literacy of dominate culture (Sonnenschien et al). Cultural Context for teaching similar

Inclusion of cultural tradition of songs, also beneficial in learning rhymes, syllables and phonemes.

ConclusionPractices that support literacy developmentJoint reading

Access to books home

Positive attitude towards reading

Engagement in conversation promotes comprehension

Include practices of family to develop a more culturally congruent approach.

Be mindful of they ways print, stories and themes used at home and integrate at school.

Include culturally congruent methods to integrate experiences

“cultural context for teaching is quite similar

to the ‘culturally relevant pedagogy’ discussed by Gloria

Ladson-Billings, (1995)”. p. 251

Critical theorist, advocate for social justice in education ,

former president International reading association, Author of

Dream Keeper: Successful Teachers of African American

Children, developed the theoretical framework for

culturally relevant pedagogy,

https://www.youtube.com/watch?v=DOqCTOnO5w4