Thesis on family literacy with LEP adults and reflective journal keeping

Family literacy programs have attracted extensive literature and research. The Barbara Bush Foundation for Family Literacy’s 1989 publication entitled First Teachers outlines ten principle family literacy programs and their characteristics, and about three pages are dedicated to each program. Within this space, the program and its background are outlined, some evidences of its success are listed, and some advice to policy-makers and practitioners is given. This booklet reports from a viewpoint that encourages intergenerational literacy programs and “presents annotated snapshots of ten…pioneering and promising efforts. Almost every program was begun by an individual with a vision of a new way to solve a demanding educational problem” (pp. 2–3).

Since its publication in 1989, family literacy has become a buzzword and catch phrase among literacy and education circles nationwide. Ten years later, Handel (1999), in her book Building Family Literacy in an Urban Community, pointed out that even though “family literacy has long been practiced, what is new is the heightened recognition of its importance, research into the complexities of literacy relationships, and the emergence of family literacy programs in schools, adult literacy centers, libraries, and community organizations” (p. 12). There is a much greater interest now than there previously has been. With immigrants and refugees continually entering the United States, the need to assist LEP families is becoming not only a “nice idea” for those interested to implement, but also a critical necessity that educators and family literacy practitioners must confront.

Various family literacy programs exist now in all areas of the country, and under many different titles. Many follow the National Center for Family Literacy’s Kenan Model.

In 1989, in response to the national recognition given to the newly modified PACE model, now called the Kenan Family Literacy Model, the National Center for Family Literacy was established with funds from the Kenan Trust. This center was charged with continually improving this model and disseminating information about family literacy across the U.S. (DeBruin-Pareki, Paris, & Siedenburg, 1997, p.598)

Ironically, this “national center” is actually a private organization that has taken on the nearly self-proclaimed role as the nation’s leader in family literacy practices. “NCFL is recognized nationally and internationally as the leader in family literacy. The intergenerational approach pioneered by NCFL has received critical acclaim and has helped hundreds of thousands of families start on a path to success” (As cited on www.famlit.org). Such a claim would lead one to believe that no other valid family literacy programs exist, or are at least not as successful. Yet, research shows that many, in fact hundreds, of different family literacy programs are functioning and succeeding.

In First Teachers, the 70-page booklet published by the Barbara Bush Foundation for Family Literacy, eight other family literacy programs are highlighted and discussed briefly. These include SER Family Learning Centers (FLCs), the Parent Readers Program, Motheread, Inc., the Mothers’ Reading Program, the Arkansas Home Instruction Program for Preschool Youngsters (HIPPY), Parents as Partners in Reading, the Parent Leadership Training Project, and the Avance Family Support and Education Program. Since 1989, more small, individualized programs than can be numbered have developed across the nation. Handel and Paratore are two teachers/program designers whose successful family literacy programs developed and improved little by little. Handel’s program, the Partnership for Family Reading, began in 1985, growing out of her work in New York City’s Technical College as well as the Newark, New Jersey schools. Through workshops, the program combines the use of children’s literature with intergenerational literacy activities through workshops. She maintains that the program is flexible—based on the idea that literacy development is a continual, non-linear process, and that it must be enjoyable in order for adults to learn effectively (Handel, 1999). Her workshop model includes general introductory activities, specific introduction to the children’s book chosen, modeling of a reading strategy, pair practice, discussion, and preparation for reading the book to children at home. Her goals and premise are very similar to what mine were as I began my program.

The Intergenerational Literacy Project (ILP), begun by Paratore, also has many years of development and implementation behind its practices. She began the program in 1989, and explains all the development and implementation details in her book, Opening Doors, Opening Opportunities. This program’s premise is “that as parents improve their own literacy, the skills and knowledge [they acquire] will promote literacy learning among their children” (Paratore, 2001, p. 46). With this design, parents spend about half their time discussing “materials and strategies for supporting their children’s literacy learning” (Paratore, p. 46) and the other half improving their own skills. Major principles covered in the always-evolving program curriculum also include teaching reading strategies, and practicing shared storybook reading. Initially the ILP began in collaboration with Boston University and the Chelsea School District; it since has undergone many changes in location, funding sources, and enrollment numbers. Yet, it has endured because of participants’ needs being met and their sharing of successes with friends, whom they invite to come participate as well.

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