International Migrants, Family Literacy and Pact
A Closer Look at a Family Literacy and PACT
DOI:
https://doi.org/10.31686/ijier.vol8.iss5.2353Keywords:
family literacy, PACT, international migrants, primary school, Student successAbstract
The purpose of this study is to examine the components of a family literacy program that brought international migrants into Primary Classrooms in the Rocky Mountain Region in the US. The literacy program included four components: 1) Children's Education of direct child instruction of literacy and language skills; 2) Adult Education of parent instruction of English as Second Language (ESL); 3) Parent Time of parent education and support group; and 4) Parent and Child Together Time (PACTT), where the parents get to be an interactive part of their child’s classroom with the teacher present. PACTT is a unique opportunity in facilitating cultural integration and parental engagement, while providing participants opportunity to observe first-hand the reality of education in the United States as well as being active ELLs. Drawing on multiple social and educational theories and research, data from interviews, observation, and focus group yielded data that contributes a more inclusive discourse and new knowledge to the educational community regarding international migrants and their dreams and hopes for the success of their children.
References
Ahad, Aliyyah and Meghan Benton. 2018. Main streaming 2.0: How Europe’s education systems
can boost migrant inclusion. Brussels: Migration Policy Institute Europe.
Adelman, H. S., & Taylor, L. (2002). Building comprehensive, multifaceted, and integrated
approaches to address barriers to student learning. Childhood Education, 78(5), 261.
Retrieved from EBSCOhost.
American Federation of Teachers [AFT] & Reading Rockets, 2005.
Blumer, H. (1986). Symbolic interactionism: Perspective and method. Berkeley: University of
California Press.
Blumer, H. (1969). Symbolic interactionism: Perspective and method. Englewood Cliffs, N.J:
Prentice-Hall.
Bourdieu, P., & Passeron, J. C. (1990). Reproduction in education, society, and culture. London,
UK: Sage.
Clay, M. (1993). Always a learner: A fable. Reading Today, 3, 10.
Carling, J. (2015) Refugees are Also Migrants. And All Migrants Matter. Available at:
http://bordercriminologies.law.ox.ac.uk/refugees-are-also-migrants/ (Accessed [date]).
Creswell, J. W. (2007). Qualitative research & research design: Choosing among five
approaches (2nd ed.). Thousand Oaks, CA: Sage.
Crotty, M. (1998). The Foundations of social research: Meaning and perspective in the research
process. London: Sage.
Delgado-Gaitán, C. (2004). Involving Latino families in schools: Raising student achievement
through home-school partnerships. Thousand Oaks, CA: Corwin Press.
Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. New York, NY:
New Press.
Epstein, J.L. (2009). School, family, and community partnerships: Your handbook for action (3rd
Ed.). Thousand Oaks, CA: Sage.
Hamayan, E. & Freeman, R. (Eds.) (2006). English language learners at school: A Guide for
Administrators. Philadelphia, Pennsylvania: Caslon.
Hamilton, M. E., Roach, M. A., & Riley, D. A. (2003). Moving toward family-centered early
care and education: The past, the present and a glimpse of the future. Early Childhood
Education Journal, 30(4), 225–232.
Helping immigrant students to succeed at school – and beyond – OECD
https://www.oecd.org/education/Helping-immigrant-students-to-succeed-at-school-and- beyond.pdf
International organization for migration (IOM) Definition of “Migrant”
https://www.iom.int/who-is-a-migrant
Lareau, A. (1987). Social class differences in family–school relationships: The importance of DOI: https://doi.org/10.2307/2112583
cultural capital. Sociology of Education, 60, 73–85.
Lincoln, Y. S. & Guba, E.G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage. DOI: https://doi.org/10.1016/0147-1767(85)90062-8
Mainstreaming 2.0: How the USA’s Education Systems Can Boost Migrant Inclusion
https://www.migrationpolicy.org/research/immigrant-parents-early-childhood-programs-barriers
Mainstreaming 2.0: How Europe’s Education Systems Can Boost Migrant Inclusion
https://www.migrationpolicy.org/research/mainstreaming-how-europes-education-systems-can- boost-migrant-inclusion
MPI 2016 Report for content and additional sources:
https://www.childtrends.org/indicators/parental-involvement-in-schools
National Center for Family Literacy. (2013). NCFL & family literacy. Retrieved from http://
famlit.biz/ncfl-family-literacy/
OECD Reviews of Migrant Education Closing the Gap for Immigrant Students:
Policies, Practice and Performance http://www.oecd.org/education/school/46597313.pdf
Ortiz, R. W. (2004). Hispanic/Latino fathers and children’s literacy development: Examining DOI: https://doi.org/10.1207/s1532771xjle0303_3
involvement practices from a sociocultural context. Journal of Latinos and Education, 3,
–180.
Park, Marki, and Margie McHugh. 2014. Immigrant Parents and Early Childhood Programs:
Addressing Barriers of Literacy, Culture, and Systems Knowledge. Washington, DC:
Migration Policy Institute.
Rogoff, B. (2003). The cultural nature of human development. Oxford, UK: Oxford University
Press.
Samway, K. D., & McKeon, D. (2007). Myths and Realities: Best Practices for English
Language Learners. 2nd ed. Portsmouth, NJ: Heinemann.
Scott, S. (2004). Fierce Conversations: Achieving Success at Work & in Life, One Conversation
at a Time. New York, NY: Berkley Publishing.
Symeou, L. (2007). Cultural capital and family involvement in children’s education: Tales from DOI: https://doi.org/10.1080/01425690701369525
two primary schools in Cyprus. British Journal of Sociology of Education, 28, 473–478.
The UN Migration Agency (IOM) https://www.iom.int/
UNESCO Institute for Education, Hamburg, Germany-http://uil.unesco.org/
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.
Wertsch, J. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard
University Press.
Williams, T. J., (2009). Save Our Children: The Struggle between Black Parents and Schools.
African American Images.
Yıldırım, Ö. (2013). Family literacy and second language literacy research: focus on language
minority children. The Journal of Language and Linguistic Studies, 9(1), 145-159.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Keno Nagasa
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
Accepted 2020-05-02
Published 2020-05-01
