Children's Literacy Funds of Knowledge in an Urban Mexican Elementary School: Changing the Approach

Autor/inn/en	Tapia, Esther; Reyes, Iliana; Kalman, Judith
Titel	Children's Literacy Funds of Knowledge in an Urban Mexican Elementary School: Changing the Approach
Quelle	In: Literacy, 57 (2023) 3, S.340-351 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tapia, Esther)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12332
Schlagwörter	Foreign Countries; Mexicans; Elementary School Students; Cultural Background; Literacy; School Role; Teaching Methods; Urban Schools; Educational Change; Oral Language; Literacy Education; Family Environment; Educational Environment; Mexico + Suchen Sie Ihr Suchwort? Ausland; Mexikaner; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bildungsreform; Oral interpretation; Mündlicher Sprachgebrauch; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mexiko
Abstract	In this article, we share the vernacular literacy practices of a sixth grade students in Mexico City. From a sociocultural, ethnographic perspective and based on the contributions of the sociolinguistics of mobility and funds of knowledge, we describe the experiences and knowledge that children bring with them from home and the community to school, to write and read texts on their own during class. The findings show how they appropriate literacy practices to provide meaning to their reading and writing through the relationship between school and everyday literacy and the continuum between their oralities and literacies. Children construct literacy according to their day-to-day experiences, in and out of the classroom, and embed their literacy practices within their funds of knowledge developed at home with their families. Based on these findings, we question the significance and quintessential role that has been attributed to the school in the teaching of reading and writing, as well as the prevalence of individualistic and rigid approaches to the teaching of reading and writing. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01