Access to the content included in the UCLA Center XChange varies with copyright restrictions, as outlined in the Editorial Policies, but Center X strives to provide open and free access whenever possible.
Recognizing different kinds of "head starts"
Author(s): Marjorie Faulstich Orellana and Jacqueline D'warte
Abstract:
The authors consider how the National Early Literacy Panel’s decision to focus on identifying precursors to “conventional” literacy skills shaped the questions asked, conclusions drawn, and take-home message of the panel’s 2008 report. They suggest that this approach may keep the field of literacy research from seeing and valuing other kinds of “head starts”—including ones that are better aligned with the broad, flexible, transcultural literacy skills that will be demanded in the future. The authors call on the field to learn from the experiences of children from nondominant groups to build a more comprehensive model of literacy development.
APA Citation:
Orellana, M. F., & D'warte, J. (2010). Recognizing different kinds of "head starts". Educational Researcher, 39(4), 295-300.
Link: http://edr.sagepub.com/content/39/4/295.full
Items in XPress
- Critical Language Awareness in the United States: Revisiting Issues and Revising Pedagogies in a Resegregated Society
- The Language Demands of School: Putting academic English to the test
- Language Issues: Readings for Teachers
- Translating Childhoods: Immigrant Youth, Language and Culture
- Recognizing different kinds of "head starts"
- Forbidden language: English learners and restrictive language policies
- The Construction of Moral and Social Identity in Immigrant Children's Narratives-in-translation
- He-said-she-said: Talk as social organization among black children
- Re-mediating literacy: culture, difference, and learning for students from nondominant communities
- Regimes of Language: Ideologies, Polities, and Identities
- Spanish-language Narration and Literacy: Culture, cognition, and emotion
- Language socialization: an historical overview
- Towards Expansive Learning: Examining Chicana/o and Latina/o Students’ Political-historical Knowledge