An Examination of Teachers' Experiences in the Development and Implementation of a Home-School Literacy Program in Classrooms of Young Emergent Bilingual Learners
Mentor 1
Leanne Evans
Location
Union Wisconsin Room
Start Date
5-4-2019 1:30 PM
End Date
5-4-2019 3:30 PM
Description
The importance of family involvement in the literacy development of young children is well documented in existing research. More specifically, successful biliteracy development is significantly influenced through home literacy programs, teachers’ abilities to integrate cultural funds of knowledge, and programs that value the rich language resources children bring to their early school experiences. Scholarship has identified that language and literacy home experiences support young learners’ development in both languages. It is essential for educators and program developers to understand how early home language and literacy experiences can be supported. The guiding question for this research is the following: What are early literacy teachers' experiences as they design and implement a home literacy program for young bilingual (Spanish/English) learners in a Head Start program serving children 0-5 years of age. An inductive approach will be used to study the data retrieved from the focus groups, interviews, and needs assessment reflection sessions. Data analysis will be implemented through a rigorous open coding process. Throughout the analysis a constant comparative method with be used to clarify and refine patterns. The process will remain a reflective work until a final set of themes emerges. A consideration of any delineation over time will be noted and analyzed. We will offer implications for early childhood teachers and administrators. We will also offer implications for teacher preparation programs at the university level. Our work is based on the need to examine how home literacy programs can be created and implemented to be most effective for the literacy/biliteracy development of young emergent bilingual learners.
An Examination of Teachers' Experiences in the Development and Implementation of a Home-School Literacy Program in Classrooms of Young Emergent Bilingual Learners
Union Wisconsin Room
The importance of family involvement in the literacy development of young children is well documented in existing research. More specifically, successful biliteracy development is significantly influenced through home literacy programs, teachers’ abilities to integrate cultural funds of knowledge, and programs that value the rich language resources children bring to their early school experiences. Scholarship has identified that language and literacy home experiences support young learners’ development in both languages. It is essential for educators and program developers to understand how early home language and literacy experiences can be supported. The guiding question for this research is the following: What are early literacy teachers' experiences as they design and implement a home literacy program for young bilingual (Spanish/English) learners in a Head Start program serving children 0-5 years of age. An inductive approach will be used to study the data retrieved from the focus groups, interviews, and needs assessment reflection sessions. Data analysis will be implemented through a rigorous open coding process. Throughout the analysis a constant comparative method with be used to clarify and refine patterns. The process will remain a reflective work until a final set of themes emerges. A consideration of any delineation over time will be noted and analyzed. We will offer implications for early childhood teachers and administrators. We will also offer implications for teacher preparation programs at the university level. Our work is based on the need to examine how home literacy programs can be created and implemented to be most effective for the literacy/biliteracy development of young emergent bilingual learners.
