Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children

Persistent Link:
http://hdl.handle.net/10150/196103
Title:
Literacy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Children
Author:
Azuara, Patricia
Issue Date:
2009
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study uses ethnographic tools to document the multiple literacy practices of two Mayan families living in a rural community in Yucatan, Mexico. It explores how young emergent bilingual children make sense of written language through their everyday practices. Data includes field notes from participants observations, video and audio recordings and literacy samples collected during fieldwork. The literacy events extracted from the data were analyzed in terms of the communicative function written language serves, the use of linguistic resources, and particular ways of socialization within literacy events. The findings of this study challenge public discourses which define marginalized children and their families as deficient. Literacy is part of the everyday life activities of minoritiezed families and these experiences provide their children with vast amounts of literacy knowledge. Through the two case studies presented, we document how different language and literacy practices shape children's different pathways to bilingualism and biliteracy.
Type:
text; Electronic Dissertation
Keywords:
Biliteracy; Early Literacy; Emergent Bilinguals; Mayan Children; Social Practices
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Language, Reading & Culture; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Moll, Luis C.
Committee Chair:
Reyes, Iliana

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleLiteracy Practices in a Changing Cultural Context: The Literacy Development of Two Emergent Mayan-Spanish Bilingual Childrenen_US
dc.creatorAzuara, Patriciaen_US
dc.contributor.authorAzuara, Patriciaen_US
dc.date.issued2009en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study uses ethnographic tools to document the multiple literacy practices of two Mayan families living in a rural community in Yucatan, Mexico. It explores how young emergent bilingual children make sense of written language through their everyday practices. Data includes field notes from participants observations, video and audio recordings and literacy samples collected during fieldwork. The literacy events extracted from the data were analyzed in terms of the communicative function written language serves, the use of linguistic resources, and particular ways of socialization within literacy events. The findings of this study challenge public discourses which define marginalized children and their families as deficient. Literacy is part of the everyday life activities of minoritiezed families and these experiences provide their children with vast amounts of literacy knowledge. Through the two case studies presented, we document how different language and literacy practices shape children's different pathways to bilingualism and biliteracy.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectBiliteracyen_US
dc.subjectEarly Literacyen_US
dc.subjectEmergent Bilingualsen_US
dc.subjectMayan Childrenen_US
dc.subjectSocial Practicesen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineLanguage, Reading & Cultureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMoll, Luis C.en_US
dc.contributor.chairReyes, Ilianaen_US
dc.contributor.committeememberMoll, Luis C.en_US
dc.contributor.committeememberGoodman, Yettaen_US
dc.contributor.committeememberGonzalez, Norma I.en_US
dc.identifier.proquest10550en_US
dc.identifier.oclc659752289en_US
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