International Migrants, Family Literacy and Pact A Closer Look at a Family Literacy and PACT

Main Article Content

Keno Nagasa

Abstract

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. 

Downloads

Download data is not yet available.

Article Details

How to Cite
Nagasa, K. (2020). International Migrants, Family Literacy and Pact: A Closer Look at a Family Literacy and PACT. International Journal for Innovation Education and Research, 8(5), 378-392. https://doi.org/10.31686/ijier.vol8.iss5.2353
Section
Articles

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

cultural capital. Sociology of Education, 60, 73–85.

Lincoln, Y. S. & Guba, E.G. (1985). Naturalistic inquiry. Thousand Oaks, CA: Sage.

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

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

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.

http://www.jlls.org/vol9no1/145-159.