Title

In Depth with Leyendo Juntos/Reading Together Workshop

Presenter Information

Estrella M. Cardenas

Document Type

Oral Presentation

Location

SURC Ballroom B/C/D

Start Date

21-5-2015

End Date

21-5-2015

Keywords

Biculturalism, Bilingualism, Biliteracy

Abstract

This qualitative research project consists of an observation of Leyendo Juntos: en camino de la cuna a la Universidad/Reading Together from the Crib to the University, an interactive workshop that promotes early literacy development and bilingualism for bicultural Latino families. It also consists of a 1.5 hour focus group interview regarding children’s literacy development in the home with three parents whose children attend elementary schools in Yakima, Washington. In our interviews, we learned that these parents engaged in bilingual Spanish and English language and literacy learning activities like reading, conversing, telling stories, and singing. We also learned that the parents support that educational systems and curricula should adapt to best fit the needs of bicultural/bilingual children and their families. Furthermore, the participants expressed that more effective lines of communication between the educators and the parents were desired and, if attained, would foster stronger support networks for the children; thus, further encouraging their success in school and, potentially, leading to high school graduation and university enrollment.

Poster Number

37

Faculty Mentor(s)

Susana Flores

Department/Program

World Languages

Additional Mentoring Department

Educational Foundations & Curriculum

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May 21st, 2:30 PM May 21st, 5:00 PM

In Depth with Leyendo Juntos/Reading Together Workshop

SURC Ballroom B/C/D

This qualitative research project consists of an observation of Leyendo Juntos: en camino de la cuna a la Universidad/Reading Together from the Crib to the University, an interactive workshop that promotes early literacy development and bilingualism for bicultural Latino families. It also consists of a 1.5 hour focus group interview regarding children’s literacy development in the home with three parents whose children attend elementary schools in Yakima, Washington. In our interviews, we learned that these parents engaged in bilingual Spanish and English language and literacy learning activities like reading, conversing, telling stories, and singing. We also learned that the parents support that educational systems and curricula should adapt to best fit the needs of bicultural/bilingual children and their families. Furthermore, the participants expressed that more effective lines of communication between the educators and the parents were desired and, if attained, would foster stronger support networks for the children; thus, further encouraging their success in school and, potentially, leading to high school graduation and university enrollment.