Edr 613 family literacy powerpoint
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This document discusses family literacy education and its potential benefits and limitations. It explores different models of family literacy programs, including the compensatory model, the one child-one mother model, and the lack of adequate adult and interactive literacy practices. It notes pros and cons of each approach. A key concern discussed is the instability of funding for family literacy education and how this undermines its viability. The document also notes that the voices of family literacy program participants themselves have been largely absent from discussions about program development and evaluation.
Edr 613 family literacy powerpoint
- 1. FAM ILY LITERACY EDUCATION- PANACEA OR FALSE PROM ISE SCOTT PRATER EDR 613 (04) READING ASSESSMENT- INDIVIDUAL PRESENTATION
- 2. WHAT IS FAMILY LITERACY COMPOSED OF? EARLY CHILDHOOD EDUCATION ADULT LITERACY EDUCATION
- 3. PARENTS ARE THE FIRST TEACHERS THEIR CHILDREN HAVE, AND THEY ARE THE TEACHERS THAT CHILDREN HAVE FOR THE LONGEST TIME. THERE IS A DIRECT LINKAGE BETWEEN HOME ENVIRONMENT AND THE ACQUISITION OF SCHOOL BASED LITERACIES.
- 4. A goal of family literacy education is to deal with the mismatch of home and school literacies. By integrating early childhood literacy, adult literacy/ESL, and parent child interaction instruction.
- 5. FAMILY LITERACY: HAS BEEN INCREASINGLY PROPELLED INTO THE EDUCATIONAL AND POLITICAL SPOTLIGHT.
- 6. Family Values. Gender. Poverty. Race. Ethnicity. Language. Class Differences. CULTURAL STRUGGLE IS NOT ONLY ABOUT LITERACY BUT
- 7. FAMILY LITERACY EDUCATION IN THE UNITED STATES CONCERNS * THE COMPENSATORY MODEL. * THE ONE CHILD, ONE MOTHER MODEL. *THE LACK OF ADEQUATE ADULT OR INTERACTIVE LITERACY PRACTICE. *THE INSTABILITY OF FAMILY LITERACY FUNDING.
- 8. THE COMPENSATORY MODEL PROS There is a positive correlation and impact on those willing to participate, usually smaller in numbers. CONS What is gained by/for only a select few eligible or willing to participate in the program. Westernizing; by doing so, fear of keeping the learner in the same social economic status, know your place concept, you can learn, but can never better yourself. Establishing a status quo. Attention is drawn off the responsibility of institutions or collective entities that at the core, are supposed to be held responsible.
- 9. THE ONE CHILD, ONE MOTHER MODEL PROS Most common family literacy model. Targets 3-4 year olds and their mothers. A major strength of the Buddy Program is that it has the potential to simultaneously improve older students skills while supporting young students as they learn to read. CONS Family literacy programs seldom include adolescent sibling s or other adults. Rarely do programs expand to include more than two members within a single family. Need to work and focus on entire families and their communities, by branching outside and away from the schools.
- 10. THE LACK OF ADEQUATE ADULT OR INTERACTIVE LITERACY PRACTICE PROS Primary GOAL- Allow families to escape the cycle of poverty. Studies from Michigan () conclude that greater integration of emergent literacy and adult literacy is needed to make practices interactive and intergenerational. CONS No consensus exists on what constitutes a high-quality parenting or adult education/job training program as part of family literacy. Literacy training alone, no matter how high the quality, will lead to employment , disregards macro economic factors like recession and unemployment patterns, social factors- job discrimination. Adult-Child interactive time is depreciated by society that is almost always wanting quick results. Some programs keep adults and their children separated, which undermines the program of adults and their children learning and growing together educationally.
- 11. THE INSTABILITY OF FAMILY LITERACY FUNDING PROS Because there is a need, these programs do exist, but little is known of them, sort of hiding in the shadows of the rest of the school institution. Locally funded or workplace adult literacy programs can at least focus narrowly on workforce preparation and basic skills. Linked specifically to education, family literacy is being touted as a new solution to the problems of schooling. Who would argue against helping parents help their children acquire literacy? CONS The radical instability of the funding base for family literacy education is a strike against this as a viable future for the field of literacy. Programs like these are often seen as adjunct or extra programs. There is little exchange or curricular or instructional information between school district teachers or administrators, and the literacy program teachers and learners. Family literacy education will not likely heal the fractures within the field of literacy education.
- 12. HTTP://WWW.YOUTUBE.COM/WATCH?V=X5XOOLVBIIG WHAT WE ARE FIGHTING: ILLITERACY. 6:15 video
- 13. SILENT VOICES ON THE ISSUETHE RIPPLE EFFECT More broadly, in order understand families with one another in their daily activities, we need to consider not only how family members interact with one another in their daily activities, but also the social and structural systems that surround the families, including institutional systems such as workplaces and schools. 1.) The voices of the (family literacy) participants themselves have largely been absent in any discussions of program development, quality, or evaluation. 2.) Family literacy is not changing people, but is rather a means of offering choices and opportunities to families. 3.) Another goal of the current family literacy program models is ultimately to develop a collaboration with parents, so that participants could teach their neighbors what they had learned during their time in the literacy program- a RIPPLE EFFECT..
Editor's Notes
- #9: I was this particularly with my class. As students came and left, on a typical night I had 6-8 students. Thinking back on it now, I had 28 adults work through my doors, the hard-corers (6-8) of them stayed on. Though my numbers were not high, contrary to the article, my students were not selected for the program, it was and is free to all that wish to learn. Like I tell my students frequently, its not about me, its about them. I am here for and because of them.
- #10: See section of the article applied to me because, even though my class unit stayed small throughout the months that we were together from February of 2014 to June of 2014, two different sets of adults that choose to bring in their children. The first was a mother (Irma) with 2 children talked about on the next slide. The other mother Ofelia brought her husband and son in. Ofelia was trying to have her husband come, but as I learned they ran into the roadblock of which one was watching their son, which usually the husband did. What ultimately happened at the end of May, Ofelia brought in her husband and son, I allowed their son in class too, which as long as he behaved, he was probably 8 and has a learning disability & hearing aids. As long as he did not disrupt the learning environment, I let it go. When I read this article, I do recall of 2-3 times that Ofelia and her son would read to each other. Thinking back on it now and about how I have not yet experienced the joy of reading to and with my child, no kids yet it was very moving and extremely important in both of their developments.
- #11: This slide really hits home to me. My program that I currently run was (from my understanding) supposed to be about allowing adults to have their children in the classroom. I ran into this one night when I had a student and her family show up to check out my program. Irma brought her husband and two daughters, one a freshman in high school, the other a 6th grader. Both were very polite and randomly started showing up to class with their mom. Because my class was so small, usually 6-8 adults at most, I used my best discretion that I could on the matter. I needed students (to keep my program going) and if that means their children need to come to class, well it just will continue to happen until it either becomes a distraction, which it never has been yet or I am told else wise. I truly believe, especially by reading this article that to have true progress, those adults with children, especially adults whose children speak English and can and are willing to communicate with their parents (in regards of helping them learn English) are welcomed and will continue to be welcomed in my class. Most of the time, when students were not adding to our class, they were doing their homework independently on one of many computers that we were not using, which again, conflict of issue or not progress was still occurring.
- #12: On the CONS side of the board. I so get this. On the grand scheme of things, there is a direct disconnect between what my colleagues do and what I do (in our profession). I work in a very small district, and my building is even on a smaller scale because it is the alternative building, which is a portion of the whole, and the whole population is not that large. My hope and dreams are to continue to teach struggling adults, if they can improve on their English skills and can better themselves and their families, then I will feel very accomplished. One of the cons of my job is both a con and a good thing at the same time, I teach at night which I miss out on the collaborating and relationship building that teachers get when they work with their coworkers, but I get the pleasure of working with adults that normally would be left out of the opportunity to learn because they cannot make it to the morning class that we offer.
- #13: Literacy is not just a Grand Rapids problem. Its not just a West Michigan thing. Its not even a American problem, its a global issue that needs to be addressed and addressed again and again, because all people everywhere deserve the right to become literate and should have the chance of changing and better their lives through education by becoming literate not illiterate.
- #14: Investing in adult capital- helping adults by educating them in turn so they may help their kids. And if the adult can better themselves by receiving an education, than why not, is that why we all became teachers, to help those that need and want it.