Spanish-Speaking Mexican-American Families' Involvement in School-Based Activities and Their Children's Literacy: The Implications of Having Teachers Who Speak Spanish and English

Autor/inn/en	Tang, Sandra; Dearing, Eric; Weiss, Heather B.
Titel	Spanish-Speaking Mexican-American Families' Involvement in School-Based Activities and Their Children's Literacy: The Implications of Having Teachers Who Speak Spanish and English
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 2, S.177-187 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.09.001
Schlagwörter	Family Involvement; Emergent Literacy; Elementary School Students; Elementary School Teachers; Bilingual Teachers; Mexican Americans; Spanish Speaking; Low Income; Correlation; English (Second Language); Second Language Learning; Language Fluency; Role; Prediction; Family School Relationship + Suchen Sie Ihr Suchwort? Frühleseunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hispanoamerikaner; Niedriglohn; Korrelation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Rollen; Vorhersage
Abstract	For a sample of low-income, Spanish-speaking Mexican-American families (n = 72), we investigated associations between family involvement in school-based activities and children's literacy in their preferred language (English or Spanish) during early elementary school. We gave special attention to the potential moderating role of teacher fluency in Spanish. Between kindergarten and third grade, family involvement in school-based activities increased for children who displayed early literacy problems. The rate of increase was greater for children who consistently had bilingual teachers than for children who did not. In turn, increased family involvement predicted better literacy skills at third grade, particularly for children who struggled early. We discuss these results in light of recent recommendations to increase the number of elementary school teachers who are fluent in Spanish and English. (Contains 4 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10