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Spanish-language Narration and Literacy: Culture, cognition, and emotion
Author(s): Allyssa McCabe and Alison Bailey
Abstract:
This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds, and genres of narrative.
APA Citation:
McCabe, A. K., Bailey, A.L., & Melzi. G. (Editors, 2008). Spanish-language Narration and Literacy: Culture, cognition, and emotion. New York, NY: Cambridge University Press. Contributing Chapter: Bailey, A. L., Moughamian, A. C., & Dingle, M. Chapter 12. The contribution of Spanish language narration to the assessment of early academic performance of Latino students. (pp. 296-331).
Link: http://www.cambridgeuniversitypress.com/aus/catalogue/catalogue.asp?isbn=9780521710046&ss=toc
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- Recognizing different kinds of "head starts"
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- Re-mediating literacy: culture, difference, and learning for students from nondominant communities
- Regimes of Language: Ideologies, Polities, and Identities
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- Language socialization: an historical overview
- Towards Expansive Learning: Examining Chicana/o and Latina/o Students’ Political-historical Knowledge
