DOI:
https://doi.org/10.14483/22487085.10513Published:
2006-01-01Issue:
No 8 (2006)Section:
Theme ReviewSchool literacy practices closer to home: the new challenge of literacy learning
Keywords:
alfabetización, lectura, escritura, prácticas escolares, conocimiento doméstico, artefactos socioculturales, construcción del conocimiento (es).Keywords:
literacy, reading, writing, school practices, household knowledge, sociocultural artifacts, knowledge construction (en).Downloads
Abstract (en)
Literacy learning/teaching can be an unforgettable experience when it is a joint effort between school and home. There are family literacy practices and traditions that can bring about amazing outcomes when they are conjugated with school literacy activities. This article attempts to suggest some possible ways for teachers and parents to work collaboratively to make the journey of becoming literate a much more rewarding path for both children and teachers. The perspectives presented here are based on experiences that some teachers have lived by working with parents, and on some theoretical perspectives. It is an invitation for us, teachers, to reflect upon our literacy practices we promote in our classrooms and think of possible alternatives to make children find reading and writing a meaningful and enjoyable route.
Abstract (es)
El aprendizaje/enseñanza de la lectura y la escritura pueden ser una experiencia inolvidable cuando éstas son el resultado de un esfuerzo conjunto entre la escuela y el hogar. Existen prácticas y tradiciones familiares de lectura y escritura las cuales pueden traer resultados asombrosos cuando éstas son conjugadas con las prácticas de lectura y escritura desarrolladas en la escuela. Este artículo presenta algunas alternativas para ayudar a padres y educadores a trabajar colaborativamente para que el camino de la alfabetización sea una experiencia gratificante tanto para los niños como para los educadores. Las perspectivas que aquí se presentan están basadas en algunas experiencias de educadores que han trabajado conjuntamente con las familias de los niños como también con base en algunas consideraciones teóricas. Esta es una invitación a reflexionar en las prácticas de alfabetización que promovemos en nuestras clases y a pensar en posibles alternativas para hacer que los niños encuentren la lectura y la escritura una ruta significativa y placentera.
References
Ball, A. (2000). Teachers’ developing philosophies on Literacy and Their Use in Urban
Schools: A Vygotskian Perspective on internal activity and Teacher Change. In Lee, C.
& Smagorinsky, P (Eds.), Vygotskian Prespectives on literacy research. Construcuting
meaning through collaborative inquiry. (pp. 226-255) Cambridge: Cambridge University
Press.
Barillas, R. Literacy at home: Honoring parent voices through writing. The reading teacher
journal, 54(3), pp. 302-308.
Freire, P. & Macedo, Macedo, D. (1987). Literacy: reading the word and the world.
Westport, CO., Bergin & Garvey.
Goodman, K. (1996). On reading. Porstmouth, NH, Heinemann.
Gutiérrez, K. & Stone, L. (2000). Synchronic and Diachronic Dimensions of Social Practice:
An emerging Methodology for Cultural-Historical Perspectives of literacy Learning.
In Lee, C. & Smagorinsky, P (Eds.), Vygotskian Prespectives on literacy research.
Construcuting meaning through collaborative inquiry. (pp. 226-255) C amb r i d g e :
Cambridge University Press.
Hannon, P. (1995). Working with parents of school-age children. In Hannon (1995).
Literacy, home and school: Research and practice in teaching literacy with parents.
Harding, N. (1996). Family Journals: The bridge from school to home and back again.
Young Children Journal, pp.27-30.
Lee, C. (2000). Signifying in the Zone of Proximal Development. In Lee, C. & Smagorinsky, P
(Eds.), Vygotskian Prespectives on literacy research. Construcuting meaning through
collaborative inquiry. (pp. 191-255) Cambridge: Cambridge University Press.
Lerner, D. (2001). Leer y escribir en la escuela: lo real, lo posible y lo necesario. México:
Fondo de Cultura Económica.
Moll, L. et al. (1992). Funds of knowledge for Teaching: Using a Qualitative Approach to
connect Homes and Classrooms. Theory into Practice, 31(2), pp. 132-140.
Moll, L. (2000). Inspired by Vygotsky: Ethnographic Experiments in Education. In Lee, C.
& Smagorinsky, P (Eds.), Vygotskian Prespectives on literacy research. Construcuting
meaning through collaborative inquiry. (pp. 256-268)). Cambridge: Cambridge University
Press.
Schultz, G. & Hull K. (2002). Locating literacy theory in out-of-school contexts. Contexts.
In Schultz, G. & Hull K, School’s out! Bridging out-of-school literacies with classroom
practice. New York: Teachers College Press.
Skilton E. (2002). Literate at home but not at school. In Schultz, G. & Hull K, School’s out!
Bridging out-of-school literacies with classroom practice. New York: Teachers
College Press.
Steiner, V. and Meehan, T. (2000). Creativity and Collaboration in Knowledge Construction.
In Lee, C. & Smagorinsky, P (Eds.), Vygotskian Prespectives on literacy research.
Construcuting meaning through collaborative inquiry. (pp. 31-48) Cambridge: Cambridge
University Press.
Wells, G. (2000). Dialogic Inquiry in Education. Building on the legacy of Vygotsky. In
Lee, C. & Smagorinsky, P (Eds.), Vygotskian Prespectives on literacy research.
Construcuting meaning through collaborative inquiry. (pp. 150-64). Cambridge:
Cambridge University Press.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
Metrics
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
The journal allow the author(s) to hold the copyright without restrictions. Also, The Colombian Apllied Linguistics Journal will allow the author(s) to retain publishing rights without restrictions.
.JPG)
