Pre-kindergarten literacy learning and progress: A case study of a Mexicano immigrant student
During the past decades, the number of culturally and linguistically diverse (CLD) children in the early grades has increased significantly. Many of these children for whom English is not the primary language are immigrants in the process of adapting to a new culture. Early literacy success for America's youngest school children, especially CLD students, the majority who are of Latino background, continues to be a major challenge for the public schools. The reality is that Latino and Mexicano immigrant students often do not enjoy success in learning to read and write in many schools and many do not acquire the literacy knowledge and skills necessary for further learning (Suarez-Orozco, 1998). As the Latino population has grown, educational improvements and research have failed to keep up with these students' learning needs. In response to this research gap, a qualitative case study was conducted to examine the language and literacy (reading and writing) progress of a Mexicano immigrant student in his pre-kindergarten year. The findings reveal that by the end of the school year the focal student had developed considerably as an emergent bilingual and an emergent reader and writer. Additionally, the researcher related the student's literacy experiences and his parents' perspectives on literacy and schooling, since research has revealed the correlation between parents' "ethno theories" and student performance. It was found that although the focal parents did not participate in the school in a traditional manner, they were actively involved in the focal student's education. Most importantly, the role of the teacher made a significant impact in the student's language and literacy learning and progress throughout the year.
School:
Our Lady of the Lake University
Department:
Education
Research Advisor:
Rosalinda B. Barrera
Department of Research Advisor:
Curriculum and Instruction
Year of Publication:
2003