Designing and Implementing Interactive, Collaborative Family Literacy Events

Shared experiences through school-hosted events, such as family literacy events, can afford opportunities to support and extend academic learning while fostering positive home–school relationships. This article describes the importance of developing primary-grade students’ literacy skills through a talent development lens and explains several ways to nurture students’ literacy skills and recognize potential, gifts, and talents during family literacy events. This article features one of the activities from the family literacy events, Environmental Print Bingo, a modification of I-Spy and Bingo which uses rich and varied environmental print resources. A description of this activity, necessary resources, and implementation tips are provided. Options for differentiating this learning activity to provide more challenge for gifted learners are suggested. Throughout the article, the application of a pedagogy for early childhood gifted education and Sternberg’s triarchic theory of intelligence as a framework are discussed; these approaches informed the design of all family literacy activities. A brief overview of nine additional family literacy event activities is also shared. Welcoming and involving families of English learners is an important consideration in many communities, and therefore, preparation tips and considerations for facilitators that will help maximize the participation of all families are included. Finally, reflections and helpful advice for implementing family literacy events in your school communities are presented, including advice for implementing online family literacy events. Ultimately, this article should help readers conceptualize, plan, and implement family literacy events in their school communities.

Religious performance in Malang, Indonesia: Linguistic landscape on worship sign

The name of the worship place is closely related to history, ideology, power, and society. Naming a worship place is a symbol of how power is represented through text in public spaces. This study aims to look at an environmental print by investigating the performance of religions in Malang, Indonesia, through the use of language in the names of worship places. Data was taken through photography totaling 157 names of worship places including mosques, churches, Buddhist temples, Hindu temples, and Chinese temples. Linguistic landscape analysis was carried out to investigate information and symbolic functions. The results show that writing the name of a place of worship involves seven languages, namely Bahasa Indonesia, Arabic, English, Javanese, Sanskrit, Dutch, and Chinese. Monolingual, bilingual, and multilingual forms emerge with Bahasa Indonesia's involvement in all patterns. These findings indicate that Bahasa Indonesia has a high level of language competence in society, in addition to language policy, power, and prestige. Bahasa Indonesian is used in all places of worship. It is also found in English. These two languages combine to support the existence of religious ideologies in the region. Other languages are only able to characterize religious and ethnic identities.

Promoting emergent literacy in under-served preschools using environmental print

Background: Children from under-served communities are at risk for delayed spoken language and literacy development. Under-served preschools frequently contend with lack of resources, especially with regard to access to age-appropriate storybooks and/or print resources. Environmental print is a cost-effective material that can be used to stimulate emergent literacy skills. In the context of under-served communities, a collaborative approach and mentorship between preschool teachers and Speech-Language Therapists (SLTs) promote language and literacy development.Objectives: This article’s purpose is two-fold; firstly, to discuss the use of environmental print as a stimulus material to promote emergent literacy in preschoolers in under-served preschools. Secondly, to promote the SLT’s involvement in such education initiatives.Method: A mixed-method, comparative intervention research design, was reported in this article. A pre- and post-test design was employed, with data collected before and after a teacher-based intervention.Results: Participants in the intervention group displayed increased scores on the Concepts About Print (CAP) assessment, participants in the comparison group showed no change in scores using the same assessment over the same time period.Conclusion: A short-term, teacher-based intervention using environmental print with SLT mentoring and collaboration promoted preschool children’s emergent literacy skills. Implications include the value of using environmental print as a teaching material and the positive impact of collaboration between SLTs and teachers to promote emergent literacy in preschool children.

Environmental Print Model Based on Family Stimulation Solutions Ability Reading Initial Children in the Era of Pandemic Virus Dangerous

The turbulence of Coronaviruses sometime this past raises fear and anxiety for everyone. Moreover, the spread of this virus has penetrated all over the country so it is expressed as a pandemic condition. One of the solutions highly recommended by the WHO and supported by health experts and government policy is to keep social distance physically. These conditions include the impact on the application of the program at home only. In the educational world, social distancing policies also impact child education, which leads to the role of education in returning to the family. For the stimulation of children's education is not stopped, parents need to use creative models to stimulate children's abilities. One model that can be used in stimulating the ability of children, especially the ability to read early children is to use a family-based environmental Print model. This model is one of the simulation models by engineered the environment around the house by expanding the patch of the writings by observing the children's favorite places and favorites.Keywords: Environmental Print, Family, Solutions, Stimulation, Early Reading, Pandemic Era

Translingual Writing in a Linguistically Diverse Primary Classroom

Growing numbers of scholars in composition studies support translingual orientations in their postsecondary writing classrooms. However, translingual orientations are rarely extended to elementary school writers, who are often asked to compose exclusively in Dominant American English. Drawing on theories of translingualism and emergent biliteracy, we use case study methods to examine children’s translingual writing in a highly linguistically diverse second-grade classroom. We pay particular attention to students who had not had formal instruction in languages they tended to use orally, documenting the creative and strategic ways in which they wrote. Among other strategies, students repurposed English sound–symbol correspondences in developmental spelling, composed strings of non-Roman symbols, and remixed multilingual environmental print. They also engaged in translingual writing for a range of purposes, such as expressing pride, connecting with audiences, and indexing identities. Our findings suggest the potential of moving translingual perspectives beyond postsecondary contexts and into elementary classrooms.

Pelatihan Rumah Ramah Literasi untuk Meningkatkan Keterampilan Stimulasi Literasi pada Orang Tua

This research developed “Rumah Ramah Literasi” training program to improve parent’s stimulation of literacy skills using environmental print as a media. The research hypothesis is the “Rumah Ramah Literasi” training program can improve parent’s stimulation of literacy skills. The experimental design employed in this present study is The Untreated Control Group Design with Pretest and Posttest Samples.The subject of this research are 18 mothers which is 9 mothers in experimental group and 9 mothers in control group.The data were analyzed by using Mann Whitney U-Test. The result of this study was found that gain score literacy stimulation was significantly higher, U(n=18) =0,001, p<0,05 in the experimental group (M=14) than in the control group (M=5).This indicates that “Rumah Ramah Literasi” training program could improve parents’ literacy stimulation. Effect size of “Rumah Ramah Literacy” training program was 0,84. Keywords: environmental print; literacy; literacy stimulation; parents

The effects of a parent–child environmental print program on emergent literacy

Young children are surrounded by ubiquitous environmental print (e.g. signs, product labels) on a daily basis in their homes and communities. Parent–child interactions with environmental print has the potential to foster emergent literacy. A randomised controlled pre–posttest study was conducted to examine the effects of a parent–child environmental print programme on emergent literacy skills (letter knowledge, letter and name writing, print concepts, environmental print reading, numeral name knowledge). Parent–child dyads ( N = 32, M child age = 3.63 years) participated in an 8-week (30 minutes per week) programme that used multisensory strategies to identify, trace and write letters and words embedded in environmental print. At post-test, the environmental print group showed improvements across all measures, making significant gains in letter knowledge and environmental print reading. These findings highlight potential benefits of coaching parents to use environmental print to support aspects of young children’s growth of emergent literacy skills.