JoLLE March Newsletter

Family Literacy Programs in Immigrant and Refugee Communities: Some Observations from the Field

In this paper, I share insights gained from developing and implementing a bilingual family literacy program, Parents As Literacy Supporters (PALS) in Immigrant Communities. More than 500 immigrant and refugee families from five language groups in six communities in the Greater Vancouver Area of British Columbia, Canada participated in the project. I first review some of the foundational research in early and family literacy and the development of family literacy programs. Next, I examine key literature on bilingualism and first, or home language maintenance and loss. I then look at some recent studies of bilingual family literacy programs, including PALS in Immigrant Communities. I conclude by sharing some of the insights I have gained from my work with immigrant and refugee families over the past decade or so.

To read more of Jim Anderson's insights in this month's Scholars Speak Out feature, click here.

In an era where questionable facts are taken at face value, it is important that literacy researchers revisit how we think about various aspects of our world. In the article, Indigenizing Children’s Literature, Debbie Reese challenges writers, educators, publishers, and all who read multicultural literature to “read more history” and “use sources more critically.” She challenges researchers to conduct critical analysis of texts to ensure that the story being told about Native populations is nuanced, complex, and accurate. To prove this point, Reese uses the lens of new historicism to critically analyze two popular texts that are widely shared by teachers, librarians, and parents – Little House on the Prairie (Wilder) and Thanksgiving Day (Rockwell). Through her analysis, she shows that images of Native people in these texts could misinform readers, causing them ‘“learn” that Indians welcomed and helped the Europeans…that Indians were primitive peoples, and, that friendly Indians are those that fight with whites, against other Indians, but who, in the end, willingly leave their lands for whites” (67). Her call, to indigenize children’s literature, is far-reaching, and it is a call that researchers must answer if we are to change the narrative, even if it means acknowledging and challenging the problems in our favorite children’s stories.

To revisit this article from our archives, click here.

Consider serving as a manuscript reviewer for JoLLE. The experience is an important form of professional service and a great way to get a behind-the-scenes look at academic publishing. JoLLE accepts a variety of manuscripts, from empirical research reports to field-based practitioner articles.

If you are interested in reviewing or would just like more information about the review process, email the Managing Editor at jollesubmissions@uga.edu.