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2.20
Author
Wrigley, H.S.
Title
We are the world: Serving language minority   adults in family literacy programs.
Language
English
Date2004
Full references
Wrigley, H.S. (2004). We are the world: Serving   language minority adults in family literacy programs, in Wasik, B.H Handbook on Family Literacy: Research and   Services, pp. 449–465.
Abstract
This work appears as a chapter in a handbook on family   literacy. The first section describes the community of newcomers who make up   most family literacy programs in the United States, increasingly diverse and   living in poverty, and highlights how programs can best serve them. The   author suggests a hybrid approach to instruction, to provide best fit between   curriculum, program resources, and learner needs. The second half of the   chapter illustrates effective strategies drawn from promising family literacy   programs in the United States. Wrigley suggests that the stakes for these ESL   learners is high; thus, programs should strive to offer meaningful learning   opportunities that will impact the lives of their learners.
Key words
Family literacy, minority,   education
Other interesting information
''What factors influence the acquisition of English   literacy skills the most? One would think that the further away the writing   system of the home language is from the system to be learned (English), the   more difficulty learners would have acquiring literacy in their new language.   This situation tends to be true, but both research and practice show that   other factors tend to matter as much, if not more than mere similarity among   print systems. These factors include first and foremost the opportunities for   schooling that parents have had and, along with that experience, the level of   literacy they have attained in the native language. Many family literacy   programs struggle with finding a philosophical approach to ESL and literacy   that ties together curriculum and teaching, provides a common language for   discussing program goals, and inspires both students and staff to work hard around a common goal. In my experience, programs where staff share a common   perspective have an easier time making decisions about teaching and learning,   and are less likely to chase new funding that doesn’t match the program   focus. Being in a program that has a clear focus has benefits for children   and parents as well, as it allows them to see why the program has selected a   certain approach and how individual pieces fit within the model. Conversely,   parents are often confused and frustrated when classes merely present a   series of activities (fun though they may be) and fail to engage them in   literacy work that is both important and worthwhile. What to teach and why   has long been a question for educators (Bruner, 1996; Freire 1985; Eisner 1994; Pinar 1995, Wrigley, 1992). And debates about the merits of various   ideologies have a long history (Eisner, 1974). Among the different conceptualizations   of curriculum, five orientations frequently manifest themselves in adult   immigrant education. Each is rooted in history and offers the possibility of   serving as a guiding philosophy for family literacy programs. 1. Fitting In:   Social and Economic Adaptation. 2. Learning how to Learn: Developing the   Cognitive Skills Related to Literacy. 3. Basic Skills: A Common Educational   Core Experience. 4. Celebrating Our Differences: Personal and Cultural   Relevance. 5. Making a Difference: The Social Change Orientation.''
Interest for the project
3/5
Contributor´s name + email
Stéphanie Barillé -   stephanie@unak.is
Co-funded by The Erasmus+ programme of the European Union.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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