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Home to School and School to Home: Syncretised Literacies in Linguistic Minority Communities

Kelly, Clare; Gregory, Eve E. and Williams, Ann. 2001. Home to School and School to Home: Syncretised Literacies in Linguistic Minority Communities. Language, Culture and Curriculum, 14(1), pp. 9-25. ISSN 0790-8318 [Article]

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Abstract or Description

This paper argues for the need to move beyond the paradigm of parental involvement in children's early literacy through story-reading practice, which presently informs home/school reading programmes, to consider a wider framework for family and community involvement. The first part of the paper examines the literature informing the current model showing the marked absence of studies on the different literacy practices in which children from new immigrant/minority ethnic families engage and which may be different from those of their teachers. This prevailing mainstream paradigm is illustrated through the experiences of two young children reading with their mother and sister. The second part of the paper draws upon findings from research projects investigating the home, school and community reading practices of new immigrant families in east London and compares them with families that do conform to the prevailing paradigm for successful involvement. Finally, it suggests principles for inclusive education for minority families.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1080/07908310108666609

Departments, Centres and Research Units:

Educational Studies

Dates:

DateEvent
2001Published

Item ID:

4680

Date Deposited:

11 Nov 2010 12:59

Last Modified:

09 Jul 2018 14:45

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/4680

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