In other words: Translating or "para-phrasing" as a family literacy practice in immigrant households

Reading Research Quarterly

Volumn 38, Issue 1, 2003, Pages 12-34

  Orellana, Marjorie Faulstich ^a   Reynolds, Jennifer ^a   Dorner, Lisa ^a   Meza, Maria ^a  

^a NORTHWESTERN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0142260039     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.38.1.2     Document Type: Review

References (79)

1. ANDERSON, A.B., & STOKES, S.J. (1984). Social and institutional influences on the development and practice of literacy. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 24-37). Victoria, BC: University of Victoria.
2. AUERBACH, E. (1989). Toward a socio-contextual approach to family literacy. Harvard Educational Review, 59, 165-181.
3. BAQUEDANO-LÓPEZ, P. (1998). Language socialization of Mexican children in a Los Angeles Catholic parish. Unpublished doctoral dissertation, University of California, Los Angeles.
4. BESNIER, N. (1995). Literacy, emotion, and authority: Reading and writing on a Polynesian atoll. Cambridge, England: Cambridge University Press.
5. BURIEL, R.W., PEREZ, W., DEMENT, T.L., CHÁVEZ, D.V., & MORAN, V.R. (1998). The relationship of language brokering to academic performance, biculturalism, and self-efficacy among Latino adolescents. Hispanic Journal of Behavioral Sciences, 20, 283-297.
6. CASTENEDA, A. (1996). Language and other lethal weapons: Cultural politics and the rites of children as translators of culture. In A.G. Fordon & C. Newfield (Eds.), Mapping multiculturalism (pp. 201-214). Minneapolis, MN: University of Minnesota Press.
7. CHERLAND, M. (1994). Private practices: Girls reading fiction and constructing identities. London: Taylor & Francis.
8. CHRISTIAN-SMITH, L.L. (Ed.). (1993). Texts of desire: Essays on fiction, femininity, and schooling. London and Washington, DC: Palmer Press.
9. COCHRAN-SMITH, M. (1984). The making of a reader. Norwood, NJ: Ablex.
10. COCHRAN-SMITH, M. (1986). Reading to children: A model for understanding texts. In R.O. Freedle (Series Ed.), B.B. Schieffelin & P. Gilmore (Vol. Eds.), The acquisition of literacy: Ethnographic perspectives. Vol. 11. Advances in discourse processes (pp. 34-54). Norwood, NJ: Ablex.
11. DELGADO-GAITAN, C. (1990). Literacy for empowerment: The role of parents in children's education. New York: Palmer Press.
12. DELGADO-GAITAN, C. (1992). School matters in the Mexican American home: Socializing children to education. American Education Research Journal, 29, 495-513.
13. DORNER, L., ORELLANA, M.F., MEZA, M., PULIDO, L., & CULTURE, LANGUAGE, & LITERACY RESEARCH GROUP. (2002, April). Reflections on the process of team ethnography: Beyond race, class, and gender. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA.
14. DURANTI, A., & OCHS, E. (1986). Literacy instruction in a Samoan village. In R.O. Freedle (Series Ed.), B.B. Schieffelin & P. Gilmore (Vol. Eds.), The acquisition of literacy: Ethnographic perspectives Vol. 11. Advances in discourse processes (pp. 213-232). Norwood, NJ: Ablex.
15. DURANTI, A., & OCHS, E. (1996). Syncretic literacy: Multiculturalism in Samoan American families. Santa Cruz, CA: University of California, National Center for Research on Cultural Diversity and Second Language Learning.
16. DURANTI, A., OCHS, E., & TA'ASÊ, E.K. (1995). Change and tradition in literacy instruction in a Samoan American community. Educational Foundations, 9, 57-74.
17. EK, L. (2001, April). Second language acquisition as a socialization process for English language learners. Paper presented at the meetings of the American Educational Research Association, Seattle, WA.
18. FADIMAN, A. (1997). The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York: Farrar, Straus & Giroux.
19. FARR, M. (1993). Essayist literacies and other verbal performances. Written Communication, 10, 4-38.
20. FARR, M. (1994). En los dos idiomas: Literacy practices among Chicago Mexicanos. In B. Moss (Ed.), Literacy across communities (pp. 9-47). Cresskill, NJ: Hampton Press.
21. FINDERS, M.J. (1997). Just girls: Hidden literacies and life in junior high. New York: Teachers College Press.
22. GALLIMORE, R., & GOLDENBERG, C. (1993). Activity settings of early literacy: Home and school factors in children's emergent literacy. In E. Forman & N.S. Minick (Eds.), Education and mind: The integration of institutional, social, and developmental processes (pp. 315-335). Oxford, England: Oxford University Press.
23. GASDEN, V.L. (1998). Family cultures and literacy learning. In J. Osborn & F. Lehr (Eds.), Literacy for all: Issues in teaching and learning (pp. 32-50). New York: Guilford.
24. GEE, J.P. (1999). Reading and the new literacy study: Reframing the National Academy of Sciences report on reading. Journal of Literacy Research, 31, 355-374.
25. GILMORE, P. (1986). Sub-rosa literacy: Peers, play, and ownership in literacy acquisition. In R.O. Freedle (Series Ed.), B.B. Schieffelin & P. Gilmore (Vol. Eds.), The acquisition of literacy: Ethnographic perspectives. Vol. 11. Advances in discourse processes (pp. 155-170). Norwood, NJ: Ablex.
26. GUERRA, J.C. (1998). Close to home: Oral and literate practices in a transnational Mexicano community. New York: Teachers College Press.
27. GUTIÉRREZ, K., BAQUEDANO-LÓPEZ, P., & TEJEDA, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6, 286-303.
28. HARRIS, B., & SHERWOOD, B. (1978). Translating as an innate skill. In D. Gerver & H.W. Sinaiko (Eds.), Language interpretation and communication (pp. 155-170). New York: Plenum Press.
29. HATIM, B., & MASON, I. (1990). Discourse and the translator. London & New York: Longman.
30. HEATH, S.B. (1982). What no bedtime story means: Narrative skills at home and school. Language and Society, 11, 49-76.
31. HEATH, S.B. (1983). Ways with words. Cambridge, England: Cambridge University Press.
32. HEATH, S.B., & BRANSCOMBE, A. (1986). The book as narrative prop in language acquisition. In R.O. Freedle (Series Ed.), B.B. Schieffelin & P. Gilmore (Vol. Eds.), The acquisition of literacy: Ethnographic perspectives. Vol. 11. Advances in discourse processes (pp. 16-34). Norwood, NJ: Ablex.
33. HEATH, S.B., & THOMAS, C. (1984). The achievement of preschool literacy for mother and child. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 51-72). Victoria, BC: University of Victoria.
34. LEE, C.D. (1995). A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation. Reading Research Quarterly, 30, 608-631.
35. LEICHTER, H.J. (1984). Families as environments for literacy. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 38-50). Victoria, BC: University of Victoria.
36. LEICHTER, H.J. (1985). Families as educators. In M.D. Fantini & R.L. Sinclair (Eds.), Education in school and nonschool settings (part 1, pp. 81-101). Chicago: University of Chicago Press.
37. MAHIRI, J. (1998). Shooting for excellence: African American and youth culture in new century schools. New York: Teachers College Press.
38. MALAKOFF, M., & HAKUTA, K. (1991). Translation skill and metalinguistic awareness in bilinguals. In E. Bialystock (Ed.), Language processing in bilingual children (pp. 141-166). Cambridge, England: Cambridge University Press.
39. MCQUILLAN, J., & TSE, L. (1995). Child language brokering in linguistic minority communities: Effects on culture, cognition, and literacy. Language and Education, 9, 195-215.
40. MILLER, P., NEMOIANU, A., & DEJONG, J. (1986). Early reading at home: Its practice and meanings in a working class community. In R.O. Freedle (Series Ed.), B.B. Schieffelin & P. Gilmore (Vol. Eds.), The acquisition of literacy: Ethnographic perspectives. Vol. 11. Advances in discourse processes (pp. 3-15). Norwood, NJ: Ablex.
41. MOJE, E. (2000). To be part of the story: The literacy practices of gangsta adolescents. Teachers College Press, 102, 651-690.
42. MOLL, L.C. (1992). Bilingual classroom studies and community analysis: Some recent trends. Educational Researcher, 21, 20-24.
43. THE NEW LONDON GROUP. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60-92.
44. NINIO, A. (1980). Picture book reading in mother-infant dyads belonging to two subgroups in Israel. Child Development, 51, 587-590.
45. NINIO, A., & BRUNER, J. (1978). The achievement and antecedents of labeling. Journal of Child Language, 5, 1-15.
46. ORELLANA, M.F. (2001). The work kids do: Mexican and Central American immigrant children's contributions to households, schools, and community in California. Harvard Educational Review, 71, 366-389.
47. PARATORE, J.R., HINDIN, A., KROL-SINCLAIR, B., & DURÁN, P. (1999). Discourse between teachers and Latino parents during conferences based on home literacy portfolios. Education and Urban Society, 32, 58-82.
48. PARATORE, J.R., MELZI, G., & KROL-SINCLAIR, B. (1999). What should we expect of family literacy? Experiences of Latino children whose parents participate in an intergenerational literacy project. Chicago & Newark, DE: National Reading Conference & International Reading Association.
49. PURCELL-GATES, V. (1999). Growing successful readers: Homes, communities, and schools. In J. Osborn & F. Lehr (Eds.), Literacy for all: Issues in teaching and learning (pp. 51-72). New York: Guilford.
50. PURCELL-GATES, V. (2000). Family literacy. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 853-870). Mahwah, NJ: Erlbaum.
51. QUINTERO, E. (1993). Points of power: Mexican children in family literacy. The Review of Education, 15, 233-249.
52. RODRIGUEZ-BROWN, F.V., & MULHERN, M.M. (1993). Fostering critical literacy through family literacy: A study of families in a Mexican-immigrant community. Bilingual Research Journal, 17, 1-16.
53. ROGERS, R. (2001). Family literacy and the mediation of cultural models. National Reading Conference Yearbook, 50, 1-19.
54. ROGOFF, B. (1998). Cognition as a collaborative process. In W. Damon, D. Kuhn, & R.S. Siegler (Vol. Eds.), Handbook of child psychology. Vol 2: Cognition, perception, and language (pp. 679-744). New York: Wiley.
55. SANTIAGO, E. (1998). Almost a woman. New York: Vintage.
56. SCARBOROUGH, H.S., & DOBRICH, H.S. (1994). On the efficacy of reading to preschoolers. Developmental Review, 14, 245-302.
57. SCHIEFFELIN, B.B., & COCHRAN-SMITH, M. (1984). Learning to read culturally: Literacy before schooling. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 3-23). Victoria, BC: University of Victoria.
58. SCOLLON, R., & SCOLLON, S.B.K. (1981). Narrative, literacy and face in interethnic communication. Norwood, NJ: Ablex.
59. SHANAHAN, T., & MULHERN, M.R. (1995). Project FLAME: Lessons learned from a family literacy program for linguistic minority families. The Reading Teacher, 48, 586-593.
60. SHANNON, S.M. (1987). A reconsideration of natural translation for a theory of translation. In M. Coulthard & P. Odber de Barbeta (Eds.), The knowledge of the translator (pp. 99-120). Lampeter, Wales: Edwin Millen Press.
61. SHANNON, S.M. (1990). English in the barrio: The quality of contact among immigrant children. Hispanic Journal of Behavioral Sciences, 12, 256-276.
62. SONG, M. (1999). Helping out: Children's labor in ethnic business. Philadelphia, PA: Temple University Press.
63. STREET, B. (1984). Literacy in theory and practice (Cambridge Studies in Oral and Literate Culture, Vol. 9). Cambridge, England: Cambridge University Press.
64. STREET, B. (1995). Social literacies: Critical approaches to literacy in development, ethnography and education. New York: Longman.
65. SULZBY, E., & TEALE, W.H. (1991). Emergent literacy. In R. Barr, M.L Kamil, P.B. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 727-757). New York: Longman.
66. TAN, A. (2001). The bonesetter's daughter. New York: G.P. Putnam's Sons.
67. TEALE, W.H. (1984). Reading to young children: Its significance for literacy development. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 110-121). Victoria, BC: University of Victoria.
68. TEALE, W.H., & SULZBY, E. (Eds.). (1986). Emergent literacy: Writing and reading (pp. 173-206). Norwood, NJ: Ablex.
69. TSE, L. (1996). Who decides?: The effect of language brokering on home-school communication. The Journal of Educational Issues of Language Minority Students, 16, 225-233.
70. VALDÉS, G. (1996). Con respeto: Bridging the distance between culturally diverse families and schools (an ethnographic portrait). New York: Teachers College Press.
71. VALDÉS, G. (2002). Expanding definitions of gifiedness: The case of young interpreters from immigrant countries. Mahwah, NJ: Erlbaum.
72. VALENZUELA, A., JR. (1999). Gender roles and settlement activities among children and their immigrant families. American Behavioral Scientist, 42, 720-742.
73. VÁSQUEZ, O., PEASE-ALVAREZ, L., & SHANNON, S. (1994). Pushing boundaries: Language and culture in a Mexicano community. Cambridge, England: Cambridge University Press.
74. VÉLEZ-IBAÑEZ, C.G., & GREENBERG, G. (1992). Formation and transformation of funds of knowledge among U.S.-Mexican households. Anthropology Quarterly, 23, 313-335.
75. VYGOTSKY, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
76. WADENSJÖ, C. (1998). Interpreting as interaction. London & New York: Longman.
77. WEINSTEIN-SHR, G. (1994). From mountain tops to city streets: Literacy in Philadelphia's Hmong community. In B. Moss (Ed.), Literacy across communities (pp. 49-83). Cresskill, NJ: Hampton Press.
78. WEISSKIRCH, R.S., & ALVA, S.A. (2002). Language brokering and the acculturation of Latino children. Hispanic Journal of Behavioral Sciences, 24, 369-378.
79. ZINSSER, C. (1986). For the Bible tells me so: Teaching children in a fundamentalist church. In R.O. Freedle (Series Ed.), B.B. Schieffelin & P. Gilmore (Vol. Eds.), The acquisition of literacy: Ethnographic perspectives. Vol. 11. Advances in discourse processes (pp. 55-74). Norwood, NJ: Ablex.