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Cultural literacy assimilation: The ...

Rosen, Dana.

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Cultural literacy assimilation: The literacy experiences of children of immigrants.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Cultural literacy assimilation: The literacy experiences of children of immigrants./
Author:	Rosen, Dana.
Description:	280 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
Contained By:	Dissertation Abstracts International75-06A(E).
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3613600
ISBN:	9781303767647

Cultural literacy assimilation: The literacy experiences of children of immigrants.
Rosen, Dana.

Cultural literacy assimilation: The literacy experiences of children of immigrants. - 280 p.

Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.

Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2014.

Although students' literacy practices are influenced by a variety of sources, including texts, teachers, peers, the media, and their home culture (Dyson, 1993), the process of becoming literate is truly grounded in their cultural beliefs (Ferdman, 1990). Literacy skills are embedded in cultural practice, and cultural practice is learned implicitly through participating within the culture (Purcell-Gates, 1995). This research explored the literate worlds of non-mainstream families to determine how culture and literacy could be merged effectively. The purpose of this comparative case study was to determine how literacy practices are developed through cultural and family ideologies, or the ideas reflecting the social needs and aspirations of a culture.

ISBN: 9781303767647Subjects--Topical Terms:

1017790
Education, Reading.

Cultural literacy assimilation: The literacy experiences of children of immigrants.
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100 1 $a Rosen, Dana. $3 2099245
245 1 0 $a Cultural literacy assimilation: The literacy experiences of children of immigrants.
300 $a 280 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-06(E), Section: A.
500 $a Adviser: Erica Boling.
502 $a Thesis (Ed.D.)--Rutgers The State University of New Jersey - New Brunswick, 2014.
520 $a Although students' literacy practices are influenced by a variety of sources, including texts, teachers, peers, the media, and their home culture (Dyson, 1993), the process of becoming literate is truly grounded in their cultural beliefs (Ferdman, 1990). Literacy skills are embedded in cultural practice, and cultural practice is learned implicitly through participating within the culture (Purcell-Gates, 1995). This research explored the literate worlds of non-mainstream families to determine how culture and literacy could be merged effectively. The purpose of this comparative case study was to determine how literacy practices are developed through cultural and family ideologies, or the ideas reflecting the social needs and aspirations of a culture.
520 $a The research attempted to find what types of culturally specific literacy practices existed among students of immigrant families by concentrating on literacy practices, purposes for literacy, and cultural values. Other questions explored how these practices contributed to literacy development, how particular purposes for literacy guided the learner's sense of cultural action, and how literacy and identity varied across cultures.
520 $a The goal of this study was to recognize and acknowledge the complex nature of transnational communities and their cultural systems that contributed to the literacy practices within and among immigrant families. Another important goal was to understand how these experiences interfaced with school and community literacy practices. Using a comparative case study methodology (Creswell, 1998), this study explored the interaction between literacy and culture to portray the literacy events and practices of four 2nd grade students from a local elementary school.
520 $a Data were collected through observations, interviews, questionnaires, home visits, photographic evidence, and journals. Data consisted of one survey for the parents to indicate components of family history and ethnicity. I also asked students to use a journal to write about their language, literacy, or cultural events, and take photographs of their home. I then asked students to discuss and describe their journals and photographs together in a focus group interview. The data also consisted of two (or more) home visits to gain firsthand knowledge of the family dynamics, the home layout, and material artifacts, as well as two interviews with the family members to determine relevant background and cultural information. Interview protocols, observation records, and artifact collection forms were designed to investigate further the central research questions as well as issues raised by the literature review, and finally, to facilitate data analysis.
520 $a The research was viewed through a sociocultural lens. A sociocultural perspective maintains that behavior and cognitive processes are shaped in a large part by a social and cultural context (Vygotsky, 1978). Sociocultural theory, best explained through the work of Vygotsky (1978/1986), asserts that in order to fully understand a child, one must first examine the social world in which his or her life developed.
590 $a School code: 0190.
650 4 $a Education, Reading. $3 1017790
650 4 $a Education, Multilingual. $3 1669153
690 $a 0535
690 $a 0455
710 2 $a Rutgers The State University of New Jersey - New Brunswick. $b Graduate School of Education. $3 2049789
773 0 $t Dissertation Abstracts International $g 75-06A(E).
790 $a 0190
791 $a Ed.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3613600