In this paper I discuss current sociolinguistic situations in linguistically diverse communities ... more In this paper I discuss current sociolinguistic situations in linguistically diverse communities in the Americas, thereby contributing toward the development of a theoretical model that focuses on the ecology of emergent bilingualism and biliteracy for both language-minority and language-majority children. I analyze different examples in which children’s participation during family literacy events mediate the learning of the second language and their construction of meaning from print they encounter in their bilingual surroundings. The review points to the potential to develop bilingualism and biliteracy that might exist within each child’s immediate environment and are enhanced when community members (e.g., parents, peers, schoolteachers, neighbors) provide direct scaffolding during child-adult interactions. The studies are discussed within an eco-sociocultural framework making pedagogical connections and recommendation to the optimal development of bilingualism and biliteracy.
1 The data in this paper were collected by an unfunded collaboration of Martin Lampert and Susan ... more 1 The data in this paper were collected by an unfunded collaboration of Martin Lampert and Susan Ervin-Tripp, with the aid of Richard Sprott, Elena Escalera, Lauren Silver, and Michael Shopshire. The bilingual data come from the dissertation project of Iliana Reyes, and the ...
Resumen Pese a que existe un corpus de literatura bien establecido acerca del bilingüismo escolar... more Resumen Pese a que existe un corpus de literatura bien establecido acerca del bilingüismo escolar en español e inglés de los niños latinos en los Estados Unidos, el desarrollo del bialfabetismo y las prácticas relacionadas con la lecto-escritura en el hogar han recibido escasa ...
There are an estimated 300 million indigenous people worldwide, roughly 5% of the world’s populat... more There are an estimated 300 million indigenous people worldwide, roughly 5% of the world’s population (UNICEF Innocenti Research Centre, 2004). Despite this significant presence, national schooling systems have ignored, minimized, or ridiculed their histories pre- and post-Western contact, as well as their cultural contributions toward social and environmental sustainability. Only since the 1960s have ministries of education around the world, regional entities, and community-based groups set up education programs that seek to rescue and protect the values, practices, languages, and knowledge systems of indigenous groups, including their relationship to local ecosystems; social relationships within each group; subsistence-based production, such as agricultural, pastoral, and hunting and gathering techniques; and language, art, games and other cultural aspects (e.g., Barnach-Calbó Martínez, 1997; Hernández, 2003; May, 1999; May and Aikman, 2003; Neil, 2000). These educational efforts have sought to recover indigenous peoples’ own history and identity to help them resist the pressure to assimilate into the surrounding dominant societies.
Compare: A Journal of Comparative and International Education, 2011
... as indigenous people acquire the hegemonic language, Spanish, while maintaining their native ... more ... as indigenous people acquire the hegemonic language, Spanish, while maintaining their native language (Bracamonte and Lizama 20044. Bracamonte, P. and Lizama, J. 2004. ... Felix, Yadira's father, practices traditional farming, growing crops mainly for family consumption. ...
In this paper I discuss current sociolinguistic situations in linguistically diverse communities ... more In this paper I discuss current sociolinguistic situations in linguistically diverse communities in the Americas, thereby contributing toward the development of a theoretical model that focuses on the ecology of emergent bilingualism and biliteracy for both language-minority and language-majority children. I analyze different examples in which children’s participation during family literacy events mediate the learning of the second language and their construction of meaning from print they encounter in their bilingual surroundings. The review points to the potential to develop bilingualism and biliteracy that might exist within each child’s immediate environment and are enhanced when community members (e.g., parents, peers, schoolteachers, neighbors) provide direct scaffolding during child-adult interactions. The studies are discussed within an eco-sociocultural framework making pedagogical connections and recommendation to the optimal development of bilingualism and biliteracy.
1 The data in this paper were collected by an unfunded collaboration of Martin Lampert and Susan ... more 1 The data in this paper were collected by an unfunded collaboration of Martin Lampert and Susan Ervin-Tripp, with the aid of Richard Sprott, Elena Escalera, Lauren Silver, and Michael Shopshire. The bilingual data come from the dissertation project of Iliana Reyes, and the ...
Resumen Pese a que existe un corpus de literatura bien establecido acerca del bilingüismo escolar... more Resumen Pese a que existe un corpus de literatura bien establecido acerca del bilingüismo escolar en español e inglés de los niños latinos en los Estados Unidos, el desarrollo del bialfabetismo y las prácticas relacionadas con la lecto-escritura en el hogar han recibido escasa ...
There are an estimated 300 million indigenous people worldwide, roughly 5% of the world’s populat... more There are an estimated 300 million indigenous people worldwide, roughly 5% of the world’s population (UNICEF Innocenti Research Centre, 2004). Despite this significant presence, national schooling systems have ignored, minimized, or ridiculed their histories pre- and post-Western contact, as well as their cultural contributions toward social and environmental sustainability. Only since the 1960s have ministries of education around the world, regional entities, and community-based groups set up education programs that seek to rescue and protect the values, practices, languages, and knowledge systems of indigenous groups, including their relationship to local ecosystems; social relationships within each group; subsistence-based production, such as agricultural, pastoral, and hunting and gathering techniques; and language, art, games and other cultural aspects (e.g., Barnach-Calbó Martínez, 1997; Hernández, 2003; May, 1999; May and Aikman, 2003; Neil, 2000). These educational efforts have sought to recover indigenous peoples’ own history and identity to help them resist the pressure to assimilate into the surrounding dominant societies.
Compare: A Journal of Comparative and International Education, 2011
... as indigenous people acquire the hegemonic language, Spanish, while maintaining their native ... more ... as indigenous people acquire the hegemonic language, Spanish, while maintaining their native language (Bracamonte and Lizama 20044. Bracamonte, P. and Lizama, J. 2004. ... Felix, Yadira's father, practices traditional farming, growing crops mainly for family consumption. ...
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Papers by Iliana Reyes