The purpose of this study was to examine the language and literacy experiences, in a public school, of young readers and writers from Spanish-speaking families. Typically called English Language Learners (ELLs), these children are in schools in increasing numbers in the USA, and in Arizona, are consistently documented as at-risk for academic struggles in literacy. There is an extensive literature base in emergent literacy and language acquisition. With a strong base of research, it is discouraging to see low academic achievement for ELLs. The primary research question was (1) What contextual factors influence and impact young Spanish-speaking emergent readers’ language and literacy development in English? Secondary research questions were (1)How are emergent literacy practices enacted by the teachers in the preschool and kindergarten classroom settings? (2) What are the experiences of a young, Spanish-speaking, emerging reader in a preschool program and in a kindergarten program? (3) How do the Spanish-speaking families describe their goals and expectations for their child’s education and for their Spanish and English development? This study was grounded in Vygotsky’s (1987) Sociocultural Theory and Bronfenbrenner’s (1977, 1979) Ecological Systems Theory. Findings from this study may provide insight into what may impede ELLs academic success in literacy in public school.
|Advisor:||Cockrum, Ward, Abercrombie, Sara|
|Commitee:||Veltri, Barbara, Markos, Amy|
|School:||Northern Arizona University|
|Department:||Teaching and Learning|
|School Location:||United States -- Arizona|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Elementary education, Early childhood education, Bilingual education|
|Keywords:||Bilingual education, Context, ELL, Emergent literacy, Literacy, Literacy curriculum|
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