Reading and Language Commons^™

Centering Community Voices Through Children's Literature: Co-Authoring An #Ownvoices Picture Book For The Maine Migrant Education Program, Melanie Shelton

Master's Theses

Since its inception, the field of migrant education has been characterized by a tension between honoring the subjectivity of migrant families and positioning them as victims. This same tension exists in the analysis of children’s picture books that depict the daily lives of migrant farmworkers. In response to Eve Tuck’s (2009) call for a moratorium on damage-centered research in the field of education, this report describes the collaboration process between a representative of the Maine Migrant Education Program and a migrant

farmworker and her family to write, illustrate, and present an autobiographical picture book. Las aventuras, travesuras, y peligros del …

Dual Lives Assimilation Literacy, Shiloh Garcia

Master of Arts in Professional Writing Capstones

In recent years, the field of literacy studies has not given enough attention to exploring the English literacy journeys of immigrants and in particular, Latin immigrants. Furthermore, there has been little dialogue that has encouraged plans to help fix this issue.

We, in the academy, have a unique opportunity to not only tell the stories of the world but also help create avenues for those stories in order to create change. For this reason, this study focuses on important topics such as the effects of the dominant language on Latin immigrants, if it is possible to have a grounded native …

A Longitudinal Test Of Mexican Teen Mothers’ Cultural Characteristics And Children’S Language Skills Via Mothers’ Language, Arlenis A. Santana

Theses and Dissertations

The current study includes 204 Mexican teen mothers and their children from a larger study who were interviewed when children were 3 years old (Wave 4; W4), 4 years old (W5), and 5 years old (W6). The current study is guided by the integrative model of developmental competencies (García Coll et al., 1996), which suggests that parents’ adaptive cultural characteristics and exchanges with their children inform children’s developmental competencies. Thus, the current study examined whether teen mothers’ adaptive cultural characteristics (i.e., familism values, language competency pressures, and involvement in Mexican culture and U.S. mainstream culture) at W4 informed mothers’ Spanish …