ERIC ED385169: Family Literacy: Building a Partnership Among Families, Communities, and Educators.

54 Pages·1994·1.8 MB·English

by  ERIC

DOCUMENT RESUME
FL 800 867
ED 385 169
Family Literacy: Building a Partnership Among
TITLE
Families, Communities, and Educators.
California State Dept. of Education, Sacramento.
INSTITUTION
Bilingual Education Office.
PUB DATE
94
NOTE
54p.
Serials (022)
PUB TYPE
Collected Works
BEOutreach; v5 n2 Fall 1994
JOURNAL CIT
MF01/PC03 Plus Postage.
EDRS PRICE
Academic Standards; *Adult Literacy; Bilingualism;
DESCRIPTORS
Daily Living Skills; English; English (Second
Language); Excellence in Education; Family Programs;
*Family Relationship; Immigrants; *Instructional
Design; Instructional Materials; *Intergenerational
Programs; Introductory Courses; *Literacy Education;
Native Language Instruction; Program Descriptions;
Program Design; Program Development; Program
Implementation; Publications; Second Language
Instruction; Spanish Speaking; Story Telling
*Family Literacy
IDENTIFIERS
ABSTRACT
This special issue of the newsletter "BEOutreach"
focuses on the theme of family literacy program design and
implementation. Articles address these topics: the influence of
language and literacy on relationships within families and between
families and schools; innovative approaches to family literacy that
emphasize excellence; examples of effective program implementation in
California communities, including a program in parenting and
literacy, a rural program for both Spanish and English speakers, and
one for migrant parents; designing instruction for adults in basic
literacy instruction; an adult literacy project for recent
immigrants, conducted in cooperation with Mexico; critical issues in
literacy education for bilingual adults; trends in state and federal
policy; intergenerational story-telling; a life skills curriculum in
sheltered English; and a study of Korean parental attitudes toward
bilingual education. Reviews of new materials and publications,
professional notes and announcements, and a story are also included.
(MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
**********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
Partnership
Family Literacy: Building a
Educators
Among Families, Communities, and
BEOutreach
Education Office
A News Magazine from the Bilingual
Theme Issue (v5 n2 Fall 1994)
OF EDUCATION
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BEOutreach
BILINGUAL EDUCATION OFFICE
A NEWS MAGAZINE FROM THE
Partnership
Family Literacy: Building a
Communities, and Educators
Among Families,
cooperative groups are positively interdependent
RECENT EDUCATIONAL REFORM INITIATIVES have begun
achieved,only
that is, when the group's task can be
the
to include families and communities among
with the contributions of each team member.
work if efforts
partners with whom educators need to
"All
Alexandre Dumas described this phenomenon as
For example, the
to improve schools are to succeed.
the
for one, one for all." Like a cooperative group,
U.S. Congress added an eighth goal to the Goals
educational system works best when its members
2000: Educate America Act:
families, communities, and educatorsmust depend
By the year 2000 every school will promote partner-
educate students. However, positive
on each other to
ships that will increase parental involvement,in promot-
.
interdependence does not exist naturally in a group
ing the social, emotional, and academic growth of
unique
effort Teachers must build it into the group's
children.
power dynamics to ensure that preex-
State and local educational agencies
isting unequal relationships do not
throughout the United States are
prevail and thereby undermine each
developing plans for implementing
group member's right to influence
policies and programs designed to
the outcome of the group effort.
achieve Lie eight goals. One of the key
This issue of BEOutreach provides
words in the Goal number 8 is part-
illustrations of successful collabora-
nerships. If partnerships are to be
tions among families, communities,
successful, the parties must have equal
articles offer
and educators
opportunities to become partners and
examples of how me partners can
equal access to resources to influence
learn from each other and thereby
the partnerships' decisions and
strengthen their role in the educa-
actions. In the past parents and commu-
tional process. As Peter Senge points out in
nity groups have not been equal partners in the
The Fifth Discipline (Bantam Doubleday Dell Pub-
schooling process. Although they may have been
lishing Group, 1990), a system works bes. when its
consulted or involved in planning and implementing
people are committed to becoming lifelong learners
educational programs, they have not been regarded as
the
who collaborate to make changeseven when
indispensable collaborators. In other words schooling
changes are painful. One of the underlying principles
could go on without the involvement of parents and
in the articles in this issue is that when parents,
other individuals and agencies in the community. The
community members, and educators realize that no
involvement of linguistically and culturally diverse
function alone
one part of the educational system can
families has been particularly limited, primarily
successfully, they are ready to experience the new
because educators have not had the knowledge of
healthy
learning and growing pains that are part of a
non-English languages and cultures required for
partnership. The reward for their collaborative effort
initiating and nurturing partnerships.
is an educational system that is more responsive to
In the classroom teachers have discovered that
more of its constituents.
cooperative learning works when the members of
2
VOLUME 5. N.1::,!;:
DEPARTMENT OF EDUCATION
C.iLIFORN1.1
tLL, 1994
3
Message from the Editor
In This Issue
During the five years of publishing
BEOutreach, staff at the Bilingual
Education Office have taken great pride
3
in developing and disseminating infor-
Diverse Families, Common Themes
mation that is useful to educators of
6
Setting Standards of Excellence
linguistically and culturally diverse
students and their families. But, of
11
Three Models for Family Literacy
is usually a
course, anything of value
collaborative effort, and we want to
17
Instruction for Beginning Literacy Learners
people
express our thanks to the many
20
who make BEOutreach possible. First,
USA Mexico Adult Literacy Project
for encour-
we are grateful to our readers
22
National Institute for Literacy Identifies Issues
aging us to publish in-depth stories that
theory,
are anchored in sound research,
23
Family-School-Community Partnerships
and practice. Next, we thank our authors
for contributing their expertise and time.
26
BEOutreach Interview: Joshua Fishman
And finally, we deeply appreciate the
editors, artists, and typesetters of staff of
29
Reauthorization of ESEA. Title VII
the Department's Bureau of Publications
31
whose extraordinary skills make the
First Family Literacy Conference
magazine highly readable and artistically
32
Publication to Document Decade of Family Literacy
attractive.
33
Specially Designed Academic Instruction in English
Subscription Restrictions
36
You may use the form on the outside
New Books on Family Literacy
back cover of this magazine to be added
37
address
Intergenerational Stories in Multicultural Families
to our mailing list. Please use the
of your employer or agency with which
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FLASH Program at Florida International University
minimize returns
you are affiliated. To
from the post office, we will no longer
40
Cooperative Discipline
mail copies to private residences.
If you would like to receive future
41
Publications from the Bilingual Education Office
copies of BEOutreach, please send your
42
Daniel Holt,
name and agency address to
New Vietnamese Handbook
Editor, BEOutreach, Bilingual Education
42
1995 Southeast Asia Education Faire
Office. P.O. BOx 944272, Sacramento,
CA 94244-2720; telephone (916) 657-
43
Using Music in the Classroom
3837; FAX [phone]; e-mail
44
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Review of Credentialing Requirements Under Way
Copyright Policy
45
Bilingual County Coordinators Network
Please pass on information you find in
46
Bilingual Education Office Receives Award
BEOutreach to your colleagues and other
interested individuals. Unless noted
47
Korean Parents' Attitudes Toward Bilingual Education
otherwise in the article, the contents are
reprint
49
not copyrighted, and you may
The Rabbi's Gift
selected articles or the entire news
51
Calendar of Events
magazine without permission from the
Department. We ask, however, that the
follows:
news magazine be cited as
0
BEOutreach, Bilingual Education Office,
California Department of Education,
Sacramento, Volume 5 (Fall, 1994).
F.ILL, 1994
BEouTREAcH
4
Language, Literacy, and Everyday Lives:
Diverse Families, Common Themes
Language and literacy profoundly influence the relationships among
family members and the relationships between families and schools
Human Diversity:
By Gail Weinstein-Shr
If I were to find myself in Laos
with my family, what would I want
The Splendid Tapestry
for Hannah, for my husband, and for
Imagine this scenario:
;
7
Refugee and immigrant adults are
myself in this new life? How could
The anti-immigration backlash in
as diverse as the countries they come
my adult classes, Hannah's school
the United States his expanded
from and the circumstances that
classes, or family classes contribute
beyond attacks on the immigrants
brought them to the United States.
to making that new life? What would
themselves to attacks on the profes-
Ethnic groups that may seem homoge-
our Lao neighbors want? What would
sionals who serve them. We educa-
neous can be extremely diverse in a
any of us want? For natives or
tors who sympathize with the
number of ways. Linguistic diversity
immigrants in Laos, in the United
immigrants are forced to leave the
is one obvious way. Latin Americans,
States, or in any other place, the
U.S. with our families. Somehow, we
for example, may come from any
degree to which families can provide
end up in Laos. Glad for our lives, we
number of countries and may speak
support sustenance, and guidance to
take what we can get. The only work
Spanish as a first or second language.
their members has an enormous
available is on the lowland rice
Although Peruvians and Puerto Ricans
impact on the members themselves
farms. Our academic training has not
may both speak Spanish as a native
and on the communities to which
prepared us well. Because of our
language, the varieties they speak may
they belong.
flabby upper arms and our inexperi-
be so different as to impede intelligi-
In this article readers are invited to
ence, we plant slowly and get very
bility.
peek into the lives of families in
low wages. We can only hope that
Second, rural and urban differences
multilingual communities, fOcusing
things will get better when we learn
often accompany educational differ-
on the role of language and literacy
the Lao language so that we can get
ences. The first wave of Vietnamese,
in influencing family members'
better jobs.
,
Cambodian, and Cuban refugeei, for
relationships with one another and
I imagine my daughter Hannah
example, consisted of university-
the educators who work with them.
going to school. Of course, Lao is the
educated city dwellers; later arrivals
Only by understanding uprooted
language of instruction: There are
were farmers who had little formal
families can we create programs that
times when she doesn't understand'
education. Different experiences with
take into account the resources the
the school assignment. Neither do L
education result in the refugees having
families provide and the circum-
After long days outdoors I am Iticky
very dissimilar tools for adapting to
stances that underlie their needs. It is
to have a slot in overcrowded adult
life in the United States. Religion is
not only possible but imperative for
classes for LLP pin
-
yet another source of difference.
language-minority groups themselves
proficient) adults, where I lain the
Among the Chinese some are Chris-
and for educators to provide pro-
essential vocabulary of farm imple-
tians, some are Buddhists, and others
grams that strengthen rather than
ments. Hannah hangs out with some
are atheists. Such differences have
divide families, fostering within them
Lao kids. She wants to fit in. Soon
profound implications for how educa-
a haven for members to cope with a
she talks to me in Lao. I ask her to
tors respond to immigrant groups and
world of uncertainty and change.'
translate some of the papers I receive
design educational programs to meet
from her school, but She teases me,
their needs. (Note: Handbooks on
saying that she does not understand
Please note that the terms language minority and
many of the largest language-minority
immigrant are both imperfect but are the most useful ones
English any longer. Some of her
groups in California are available from
available for this discussion. Some speakers of other
older schoolmates seem, indeed, to
the Bureau of Publications, California
languages outnumber English speakers in their communities.
have forgotten English.
making the notion of "minority' problematic. The term
Department of Education. They are
immigrant does not accurately describe the 24 percent of all
described in the publication Annotated
adults in the U. S. with limited-English proficiency who
were born here. Some speakers of other languages can trace
List of Publications in Bilingual
The material in this article is excerpted from "Learning
their ancestry back to a time before the arrival of Columbus.
from Uprooted Families." %linen by Gail Weinstein-Shr and
Education, shown on page 41 of this
Perhaps the most accurate term would be families from
printed in immigrant Learners and Their Families: Literao
bilingual and multilingual communities. The term is
issue of BEOutreach.)
to Connect the Generations. Edited by Gail Weinstein-Shi
cumbersome, however. The reader is asked to indulge the
and Elizabeth Quintero. Washington. D.C.. and McHenry.
author with acceptance of the imprecision of the terms
(Continued on page 4)
Ill.: Center for Applied Linguistics and Delta Systems
adopted for this discussion.
Company. Inc.. in press.
3
FALL, 1994
BEOUTREACH
5
Establishing
Educators Need to Learn Strategies for
Family Unit
Home-school Ties That Strengthen the
(Continued from page 3)
person she must have been in her native
be, they would not be here. They
Different Families;
setting.
would be dead. Those who have made
Common Themes
Changes in native language use have
it to the United States are here because
important consequences for family life
Although diversity exists among
they are survivors.
in the United States. One Hmong
The same survival resources that
refugees and immigrants, three
woman lamented that when her
common themes emerge as children
enabled people to escape under
children's native language weakened,
and adults manage life in their new
desperate conditions often serve them
elders were unable to tell them impor-
setting: survival, communication, and
well as they adapt to life in a challeng-
tant traditional stories. The degree to
ing new setting. Some of the ways of
power or authority. External stresses
which children feel connected to their
in general and intergenerational
coping include reliance on traditional
own past has important consequences
stresses in particular characterize
kin networks or creating new kinds of
for their groundedness in the present.
family life for all people in rapidly
families or cooperative groups for
Some immigrant groups establish
changing societies. For language-
business or child care. There are
formal efforts to retain oral and written
minority families, however, language
countless examples among refugee,
command of their native language and
and literacy play an especially poi-
immigrant, and migrant groups
culture. For example, many Chinese
gnant role in complicating the chal-
illustrating the remarkable adaptive
pay to send their children to Chinese
lenges of modern life. The themes are
resources that can be tapped and
language schools on weekends.
based on the author's work with
mobilized for managing difficult
Because of more opportunities to
refugees and immigrants in Philadel-
circumstances as well as for solving
hear, study, and interact in English,
phia through Project LEIF (Learning
language and literacy related prob-
children learn the language of their new
English through Intergenerational
lems. An important challenge faced by
home much more quickly than do their
Friendship). The project is an
many immigrant families is the need
parents or grandparents. As a result
intergenerational tutoring program in
to maintain communication among
adults must often rely on children for
which college students tutor refugee
children, parents, and grandparents.
solving language- and literacy-related
elders in English. Although the
Communication
problems. Parents of school-age chil-
descriptions are drawn primarily from
dren must rely on children to decipher
experiences with Southeast Asian
I love my grandchildren very much.
communications from school, thereby
refugees, these themes reflect the
I am learning English so I can talk to
raising the third theme that repeatedly
needs and experiences of many other
my grandchildren. But 1 also want
emerges in the stories of newcomers
ethnic groups as well.
them to understand a little Chinese. I
power and parental authority.
think every language is useful!
Survival
Susan Yin, in Weinstein-Shr (1992)
Power and Authority
Soldiers come, we run always run. I
For uprooted families, whether
1 have ears, but I am deaf! I have a
have my baby inside. I run. Baby come
migration is forced or voluntary,
tongue, but I am mute!
Chinese elder,
out. I can't rest. My family, we hear
resettlement in a place where a differ-
guns. I run with baby. When we not
on life in an English-speaking neighborhood
ent language is spoken profoundly
run, baby dead. Five my children die
What happens when children are the
affects newcomers' roles and interper-
from Khmer Rouge in my country.
translators, the decoders, the messen-
sonal relationshir The experiences of
Cambodian woman
gers for their families? In Project LEIF
Project LEIF participants provide
a tutor noted in his log that he wondered
Refugees who have succeeded in
examples of these changes. One tutor
who was in charge when he found
coming to the United States are here
recounted his change of perspective
posters glorifying heavy-metal musi-
against all odds. Leaving their coun-
when he asked his quiet, serious tutee,
cians scattered throughout the home of
tries often meant surviving by physical
"Were there open-air markets in your
his elder tutee. In a second case a Lao
endurance, sheer wit, and enormous
homeland?" Her grandson translated
teen sabotaged his mother's efforts to
will. For example, it is rare to find a
her answer, in which she told of how
learn English by disrupting her English
Cambodian who has been spared the
she would gather with women friends
lessons and repeatedly telling her that
death of a family member by murder
to eat and chat, spending many
she was too old to learn. Another tutor
or starvation during flight. If refugees
pleasant afternoons in the marketplace.
were indeed the "helpless peasants"
Until then her tutor had not imagined
that they are sometimes made out to
her as the bubbly, sociable, talkative
(Continued on page 5)
FALL, 1994
BEOLITRACII
4
the Right Questions
Working with Families Involves Asking
4)
(Continued from page
Selected References
members themselves as well as on the
reported that when she called her
communities in which the families
Vietnamese tutee on the phone, the
Weinstein-Shr. Gail. "Learning From
reside. If educational programs for
woman's son hovered on the lineas
Uprooted Families," in Immigrant
immigrant families are to be success-
if English had become his domain to
Learners and Their Families:
ful, we must seek answers to important
supervise and control. When this
Literacy to Connect the Generations.
questions: How are the families
woman could not solve a problem, she
Edited by Gail Weinstein-Shr and
similar to or different from one
let it go unaddressed rather than ask
another? What resources do they
Elizabeth Quinterc. Washington,
her children.
bring? What needs do they have?
Center for
The issues of power and authority
D.C., and McHenry,
have an important impact on school-
Applied Linguistics and Delta
ing. Often frustrated by not being able
Systems Company, Inc., in press.
to help their children with their
Weinstein-Shr, Gail. "Literacy and
schoolwork, parents are fearful of
An important challenge
Second Language Learners: A Family
appearing stupid to their children.
Perspective," in Adult Biliteracy in
Even when the children are willing to
faced by ',laity immigrant
the United States. Edited by David
be helpful, parents report their shame
families is the need to
in having to depend on them.
Spener. Washington, D.C., and
Power shifts that occur because of
McHenry, Ill.: Center for Applied
aunication
maintain
problems in communication can be as
C0111!
Linguistics and Delta Systems
uncomfortable for children as they are
Company, Inc., 1994, pp. 111-22.
among children, parents.
for adults. When Asian teenagers were
Weinstein-Shr, Gail. "Literacy and
asked to give advice to teachers at a
and grandparents.
Social Process: A Community in
local conference, one response was
Transition," in Cross-Cultural
particularly poignant. "Please,"
commented a young Vietnamese man,
Approaches to Literacy. Edited by
"if I translate for you when you talk to
Brian V. Street. New York:
What tools can educators use to
my mother, don't look at me. Look at
Cambridge University Press, 1993,
discover needs and resources on an
her when you speak." In the way that
pp. 272-93.
ongoing basis? To what extent do
educators interact with family mem-
language and literacy programs
Yin, Susan. "Talking to My
bers. they can either support or,
address the key themes of survival,
Grandchildren," in Stories to Tell Our
unwittingly, undermine the family
communication,power, and authority?
Children. Edited by Gail Weinstein-
unit. For educators to work effectively
When families provide haven and
with families, they need to become
Shr. Boston: Heinle and Heinle, Inc.,
security for their members, adults and
knowledgeable about the dynamics of
1992.
children are in a better position to take
culturally diverse families and strate-
care of themselves and one another.
About the Author
gies for building harmonious links
Educators and families have much to
between schools and families.
Gail Weinstein-Shr first became
gain from the prospect of interdepen-
interested in the role of language in family
dent families whose members thrive in
New Lives; Strong Families
life through her research on literacy
synergy. Furthermore, families in
among Hmong refugees and then through
If any of us were to end up in Laos,
multilingual communities are like a
her work setting up Project LEIF, an
we would surely want our children to
treasure chest of linguistic and cultural
intergenerational tutoring program for
do well in school. But that is not all
riches. It is through families that
Southeast Asians and Latinos in
that we would want. Would we be
culture is first transmitted and values
Philadelphia. She now explores these
successful learners of Lao? Would our
are taught that our life journeys are
issues with graduate students at San
children forget the English or refuse to
Francisco State University. Her writings
made manageable and worthwhile.
speak it? To what extent, with our
include a guest-edited issue of TESOL
The work of educators can either tap
limited Lao, would we be able to
Quarterly, Vol. 27 (1993), that addressed
and nurture these riches or preside
guide, discipline, and protect our
the theme of adult literacies and Stories to
over their rapid demise. The thought-
children and take care of our aging
Tell Our Children (Heinle and Heinle,
ful development of family literacy
parents? The degree to which families
Inc., 1992) and Immigrant Learners and
efforts can play an important role in
Their Families: Literacy to Connect the
can provide support, sustenance, and
determining which of these roads, as a
Generations, soon to be published by
guidance to their members has an
nation, we choose to travel.
Delta Systems Company, Inc.
enormous impact on the family
5
BEOLITREAcir
F.u.L, 1994
Setting Standards of Excellence: Innovative Approaches
and Promising Practices in Family Literacy Efforts
centered literacy fairs, book parties, or
ingly involving parents at all-levels of
By Heide Spruck Wrigley
reading clubs.
the project: determining needs and
By the year 2000 very school will
In some learner-centered projects,
selecting appropriate program compo-
promote partnerships that will in-
families get involved in collaborative
nents, designing the curriculum,
crease parental involvement and
projects that strengthen the partici-
identifying issues to be addressed, and,
participation in promoting the social,
pants' literacy abilities but do not
most importantly, making substantive
emotional, and academic growth of
focus on these skills per se. For
decisions about program design,
children.Goal 8 (Goals 2000:
example, a project in Seattle, Wash-
content, and structure.
Educate America Act)
ington, obtained a small grant t
Building on the Strengths
At a time when family literacy is
refurbish its facility, which had
part of the national agenda, educators
suffered from neglect. Families in the
of the Learners
need approaches and models that spark
project worked together for several
As with adult education in general,
the imagination and broaden their
weeks on projects that included
family literacy projects exist on a
vision of the possibilities of family
painting rooms, setting up a kitchen,
continuum of literacy practices that
literacy programs. Two major forces
and putting in a garden. Projects of
stretch from very little learner involve-
shaping family literacy efforts are (1)
this type exemplify learner participa-
ment to ownership of the project
a movement toward greater innovation
tion and show respect for the adults'
(Wrigley, 1993). Somewhere in the
and experimentation inspired by the
abilities to take charge no matter what
middle of this continuum are learner-
philosophy of participatory education
their language and literacy back-
centered projects that take the learn-
and the tenets of a learner-centered
ground.
ers' needs and concerns as a starting
curriculum; and (2) an emphasis on
point and strive to involve them in
Standards -and Innovation
standards and an increasing concern
making decisions about the curricu-
with the quality.of educational pro-
Because the issue of standards is
lum. These projects try to get a sense
grams. Although these forces may
being addressed from kindergarten to
of the circumstances in which families
appear contradictory, they can be
the adult level, family literacy projects
use (or would like to use) English and
integrated through a collaborative
will also be asked to define quality and
literacy and then involve the families
approach that considers the concerns
set benchmarks for project outcomes.
in broadening the range of literacy
of all stakeholders, primarily the
Many literacy projects have started to
practices they have established.
families to be served, and the estab-
examine what counts as success from
Examples of such projects include
lishment of standards as a positive
the perspective of various stakeholders
learner-produced newsletters and
challenge that allows innovative
and probe the conditions that promote
biographies, collections of poems and
projects to put forth their ideas for
or inhibit such success. These projects
photographs, advice columns like the
educational excellence.
define. success in terms of both
Dear Abby column, and puppet shows
This article proposes a framework
processes (inputs) and products
and plays. In some cases programs
for the kinds of standards that literacy
(outcomes), seeking to link the two
develop both literacy and literature
educators may want to consider when
factors through innovative approaches
projects, inviting family members to
deciding what counts as a quality
to curriculum development, learner
share folktales, stories, poems. and
program and offers promising prac-
assessment, and program evaluation
photographs with each other and with
tices from the field that can lead to the
(Assessing Success in Family Literacy
other families, especially those from
establishment of such standards.
Projects, 1994).
other countries. Some stories are
For standards to work they must to
Linking Family Literacy
written in English; others are quite
be supported by all stakeholders in the
often rendered in the mother tongue of
and Community Change
project. Thus, standard setting needs to
the learners. Some of these programs
The participatory education move-
be a collaborative effort not only
have also recognized that adults and
ment asks family educators to share
within the project but with other
elders can act as a source of cultural
decision making with the adult learn-
projects and service providers. Unfor-
transmission that links the generations
ers and commit themselves to facilitat-
tunately, the national movement to set
through literacy (see Weinstein-Shr, in
ing community change (Auerbach,
standards for family literacy and
press). Others seek to connect the
1993). Influenced by this movement,
parent involvement is proceeding
literature of minority groups with
family literacy projects are increas-
mainstream literature through family-
(Continued on page 7)
1994
e
FALL,
BEOUTREACH
Among Learners and Staff
Standards Should Involve Collaboration
(Continued from page 6)
projects involved in literacy. For
the underlying principles that should
without much participation from the
example, the Refugee Women's
shape such processes as outreach,
field.Rigg (1994) points out that
Alliance in Seattle uses bilingual staff
needs assessment, curriculum develop-
recently published standards, such as
from many agencies to help identify
ment, staff selection, teacher educa-
those developed by the National
needs and concerns of immigrant
tion, learner assessment and place-
Center for Family Literacy, are
parents. Many learner-centered
ment, and evaluation. Process stan-
problematic because they represent a
projects have developed processes that
dards should be set as part of the
deficit view of families and they have
invite learners to choose literacy
development of a shared vision among
been developed from the top down,
themes (often from a list or units
the participants about what the project
ignoring what staff and learners
already developed by the staff)
themselves consider important.
or suggest topics to be dis,
Standard setting also demandg
cussed with outside experts.
access to the models that have
Examples may include such
been developed elsewhere and
topics such as gangs, AIDS, or
knowledge of the strategies that
domestic violence or such
programs with similar constraints
themes as schooling, employ-
have used. Most family literacy
ment, housing, or citizenship.
projects are fairly new and do not
yet have the capacity to establish
2. Opportunity-to-Learn
and attain elaborate, comprehen-
Standards
sive standards. Thus, establishing
Opportunity-to-learn stan-
high-quality projects requires
dards outline the support that a
support and technical assistance
project provides so that all
from funding agencies so that
eligible families, regardless of
standards can be met .(Rigg,
language or literacy back-
1994).
ground, can fully participate
Five Kinds of Standards
and gain a sense of satisfaction
I or achievement. Opportunity-to-learn
is and in what direction which they
To help ignite sparks of innovation,
standards help ensure that parents who
would like it to go.
the next section describes five kinds of
need transportation or child care are
Many projects have found that the
standards for a literacy project:
being served and that nonliterate
vision cannot be developed from the
process standards, opportunity-to-learn
parents are provided with a curriculum
outside. Nor can it be effective if, once
standards, implementation standards,
that capitalizes on their strengths.
formulated (as part of a mission
curriculum standards, and outcome
These standards also help ensure that
statement, for example), it is then
standards. Promising practices from
bilingual support is provided so that
abandoned. A shared vision often
field experiences are presented that
lack of English does not become a
emerges only after the project has
either reflect those standards or can
barrier to participation in the project.
been in operation for a few months
lead to the establishment of similar
Promising practices. Opportunity-
and all stakeholders have a better
standards. This framework is very
to-learn standards include practices
sense of the direction that the project
tentative and is not meant for adoption
related to outreach to potential learn-
might take, given the profile of the
or duplication. Rather, it is offered as a
ers, assessment, and counseling and
learners, the realities of daily opera-
starting point for discussions on
support. In the area of outreach,
tions, and the policy constraints that
quality, innovation, and recognition of
projects are moving toward user-
the program faces.
excellence in family literacy projects.
friendly ways of informing people.
Promising practices. To involve
Instead of sending fliers home to
1. Process Standards
learners in decision making, bilingual
parents or posting notices, the projects
facilitators often meet with learners in
Process standards outline the
are trying to make personal contact
small groups (or one -on -one) to get
activities that a project undertakes to
with families in person or by tele-
feedback on what is working and what
support participants and staff, ensure
phone and are using bilingual person-
is not and discuss the direction the
participation by all stakeholders, build
nel to conduct a needs assessment that
project might take. Some communities
collaborations, and implement a
helps determine when and where
have developed processes that maxi-
quality project. In discussing these
mize collaboration among several
standards, participants might outline
(Continued on page 8)
7
BEouTREAcH
FALL, 1994
9
by
Standards Reflect the Vision of the Project as Seen
(Continued from page 7)
District, Chula Vista, California, offers
might describe the kind of components
classes will be offered and what
a citizenship preparation class with
a good project should offer and the
subjects will be addressed. These
bilingual support for its Spanish-
rationale for including them as well as
projects have learned that access to
speaking parents and has introduced a
the purpose of each component. The
user-friendly, culturally appropriate
computer component that uses laptop
standards might also describe how the
services is a key factor in helping-
computers that parents can take home.
components are linked together to
hard-to-reach learners to participate.
Parents use the computers to work on
form a design that is coordinated,
To provide such access, the Family
mathematics problems or word
coherent, and integrated.
English Literacy Project in the Lincoln
processing with their children or
Implementationstandards can also
Unified School District, Stockton,
develop their keyboard skills.
deal with how to build and maintain
California, offers its project in a
Home visits represent another
the capacity of a project to deliver
Cambodian housing project where
promising practice. Interacting with
most of the potential learners live.
project staff in their homes, parents
Because the project operates in one of
gain access to literacy that is not
the empty apartments, child-care
Home visits offer per-
dependent on attendance at a school or
difficulties are minimized, and trans-
at a center. Home visits also offer
portation problems are eliminated.
sonal attention to family
personal attention to family members
(For more on-the Lincoln project, see
and allow project staff to find out first-
the article on pages 11-12 of this issue
members and allow
hand about the needs and concerns of
of BEOutreach.)
particular families and establish a
project staff to find out
Projects that serve parents who
trusting relationship with them. Field
have had little experience with formal
firsthand about the needs
trips for the whole family are also
schooling often seek to provide
commonly offered. Project PALS, a-
learning opportunities that are not
and concerns of particu-
family literacy project in New York
dependent on traditional forms of
City, uses public transportation to help
literacy, at least not initially. For
lar families and establish
families become aware of the city.
example, the Ravenswood Family
Many of the children have never been
a trusting relationship
English Literacy Project in East Palo
beyond the immediate neighborhoods,
Alto, California, sponsored a field trip
with them.
and even escalators present a new
to Casa Zapata at Stanford, where
experience for many homebound
learners had the opportunity to see a
parents.
collection of murals depicting Chicano
themes. Jose Antonio Burciaga, artist
4. Curriculum Standards
quality services, perhaps -outlining
in residence at Stanford, took familie3
desired qualifications for coordinators
Curriculum standards identify the
on a tour and explained the history and
and staff and specifying that at least
content and learning opportunities that
mythology behind the scenes. The
part of the teaching force be full time.
the project will provide so that partici-
parents then reflected on the role that
In essence, while process standards
pants can deepen their knowledge,
language, biliteracy, and culture play
outline how an agency will go about
increase their skills, and broaden the
in their own lives and developed
building a strong program, implemen-
range of strategies they use to commu-
poems and stories that were published
tation standards outline what will be in
nicate and interact with print. The
in the project's newsletter.
place to help ensure program quality.
standards identify topics that might be
Promising practices. Although the
3. Implementation Standards
dealt with in the project, the rationale
components vary among projects,
for including them, and the ap-
Implementation standards help
most family literacy projects include
proaches that will be used in teaching
participants create a project design that
language and literacy instruction,
them. Topics chosen by parents and
is appropriate, given the overall vision
parenting workshops, and some form
staff might be such things as learning
and characteristics of the local context.
of intergenerational activities. Increas-
culturally appropriate ways of support-
The standards are driven in part by the
ingly, however, projects are adding
ing children's language acquisition
needs and goals of the learners and in
other components, such as mathemat-
and literacy development; understand-
part by the capacity of the project and
ics instruction, citizenship classes, and
ing and influencing the school system;
its staff. The standards are also shaped
computer-related technology. For
comparing parents' and children's
by the expectations of the funding
example. the family literacy project in
agency. Implementation standards
the Sweetwater Union High School
(Continued on page 9)
FALL, 1994
BEOUTREACH
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10