Community Contexts for Literacy Development of Latina/o Children: Contrasting Case Studies Laue Govomsens California State Unisoity, Lang Bech This eile examines lngu an literacy sen to commas in whi Spanish speaking ele tive me atond schol, decumenting the confining of sccecoomtc Status tie desity and acess Spanish language and print. Drawing on comity bscratons ad intercews wk parents and cidren na yerongeagraphe sty, examine sues of hertagelaguage mntenance and las in stings in whch len are "recingblngal struction but i hich the commune provide substantially dierent support for Spans. [Latinos iteracy community ste, lings Broadway la downtoen Los Angeles i Mexico Clty shoring st San ann de Ltn aye gone by" crowded, nay aroun overhang. Las Angels [iho tae sar Sexcan rehab Max iy of yer ay ef they ee tithe balsared for sok (igh sped maltsne venus) Gr invlesblycverpopalated She caplonion oie ional oneey [Cantata 1393 Many Latinos in the southwestom United Stats live, shop, and work in nelghbor= hood that rosomble city neighborhoods of Mexico where Spanish is commonly used in dally activities, Others reside in ethically mixed neighborhood, surrounded by English orl language and print. What are the effects of 3 neighborhood's language na Iteracy characterises‘ children’s tracy development, particularly iy their home language? Research on the accemic performance of immigrant Latino chi dren has tstionally been dominated by questions ofthe efficacy of varie pro jsr1ms of instruction. Debate has centered on language of instruction, specifically whether language minority chldzen are beter served in programs that make exten sive and effective use of children’s home language including teaching content and ‘cademic skills inthe home language, oF f progeams carried out exchosivey In English enhance children’s academic progress (Crawford 1995, 1892; Greene 1997 Rossel and Baker 1996). The premise ofthis article i that understanding language minority children’s language snd lteacy development requires placing that deve lopment within a broader socioeultiral conten that snludes note tan seal pro fam influences, The uses of minonty and majonty languages for a variety of Purposes within the community provide opportunities fr chien’ tecacy devel tppment. These factors also shape perceptions of appropriate roles and se of lan guages oubor than English inthe US, cantext. ‘Arty ae Eston arty Yo 7, Nop. 81 SN O76 oie SN 1492 Sy te Ane cl snc Amn apa 2 Resse and Ge Thieartic ofthese op) Drawing fe purposes fanales ane Tanguage m Conceptual Bing (Coawtord Bingual Ed Sk statin serves pe challenge pe and promot lunder whi important anon po age De Languag, United Sat status der work with, language be about racial bilingual ie schools are Tanguage m ‘Additive sist angus alingsistie¢ fand Crago? ‘ceurs whe expense of language astmlation uation of £ schievemen have histor Into. Amer ‘America th into the Un among langSpanish He dye neighbor sanded by Slanguage Ay in thee tino chile tous pro ‘pecially ke exter tent and usively in guage devel choel pre variety of cy devel- S25 of la Rew and Golden Cnty Contest fr LiingyDeeyreat s This aticle examines Latino childee’s opportunities for language and iteracy we in two vers efferent southern Cailomia commas, focusing on the key ets dnese opportunites on chileen’s literacy development in Spanish and Engl Drawing from community observations and intervtws with pases. and chin we document the languages asec in various community settings for variety of purpose, the kinds of iteacy matevals used, al the interactions of participating families and children in these settings. Throwgh these data, sues of prisusy language maintenance and los sn contrasting community contests ae exploee Conceptual Framework Bilingualism is associated with namerous cognitive, economic ar sock heneits (Crawford 1995; Kloss 1998; Wey 1956). Asa eesull, te illh reauthorization of the Bilingual Education Act n 19% underscored the vale of promoting mulipe lange sil stati that “muliingual sls conti an insportantnaonal esoure whch eserves protection and development” (Crawford 19971). Unfortunately, the mst ‘cent reaitorzation under the No Chil Lat Bind Act of 2001 retreat from the ‘halenge posed by the 184 La ane makes ne mention of the benefits of maiaring ‘nd promosing mulsple guage skills, Nonetheless, understanding the condone under which primary languages ave maintsined (and proficiency enbnoed) cea Smperint oh for understanding language and Iteracy development arson ange minority populations ant inform important matters of public policy Langnage Declopnet in Muilinguat Cons Language and literacy development among minority language speakers inthe United States lakes place within & lnger context of msjonty/ininoity langue status diferences nd the dynamic they engender (Martneones and Jones 2000) In ‘work with Puerto Ricane in Nev York, fo example, Zentella (197) angues that Innguage behavior and atitades cannot be studied without underlanding fers clinguistc, anc economic subordination. Legislation seking to Ean bilingual instruction ane, in years pst punishment of students for use of Spanish Schools ace both examples of polices That a language majority has impose on language minorities (Crvvfond 1992, 1997; Montoya 1), Adaitive bilingualism in which 9 second language and culture dant ispase-he first language, ha and enhanced wel alinguistie development (Cummins 1981, 198, 2000; Dolson 1985; Genesee, Para, and Crago 200, Thomas and Collier 1997, 2002). In contast,sublachive bilingualism fceurs then the acquisition ofa second language and culture takes place at che fspense ofthe fst nd hasbeen aseocated with cabling scuestional sting oe language minority students (Cumin 1989, 2000), For Latinos, the press toed assmlation and ella! subleative bingualion have heen associa with dev tution of Spanish, subordination of Spanish-speaking populations, and under achievement (Garcia 199, 2002) Subtractve bilingualism and primary longuage ee have historically en the pater 3s speakers of other languages ae incomporaed into. American sie, este the fect that iminigration fom Mexico, Cen Anveric, the Caren, and South America provides 8 costant infusion of Latinos into the United States ana continaal renewal of Spanish asthe language of chaice among large segments of this peplation (August and Hakuta 1987),4 Awboply 6 Edustn Qury Value 37, 2006 Literacy Practices in Latino Fuels and Comoe Ways in which children growing up in muliingual communities acquite and appropriate litrsy in one or more languages have received inesasing scholanly attention over the past tro decades (Bopley and Schecter 2005; Martinfones and Jones 2000; McCarty 2005). The literacy practices in which families engage include notanly the observable iteracy events, of seis invelving use of text bu ao the cultural values, attitudes, feng, and relationships that shape and give meaning 10 ‘hose events (Barton and Hamilton 2000; Stet 1833) Home courtry experiences of Latino immigrant parents alto shape the ways in which they engage in oal reading, Withtheirchldren including tei motivations for eading and Meir understandings, or cultural models ofthe nature of teray itself (Reese and Gallimore 200) ‘As important aa fusniy precios are for hdres lieeaey developenent (Booth and Dunn 1856, these practices take place in larger community contexts that have the potenua to influence family eves. The notion of community i wsefal in examining the “realm of local sil relations which mediates between the priate Sphete of amily and household andl she publi sphere of impersonal, formal organi ations” (Baton and Hamilton 199835) (One way the community inences literacy activites is through acess to printed material ofa varity of types. Taylor and Dorsey-Caines (1988) fonda plethora of frvironmental print in the Shay Avenue neighborhood that they studied and described ways in which children rod the signs, gait, billboards, and package Iabels that formed part of thei urban environment. Newnan and Celano (2001) found “striking” differences inthe avalabiity of print resources in lower-income and middle-income neighborhoods, wth middle income children having acess oa large ‘are of resources not wallable to clon in lower-income settings, ln tele tady tee schools sn commisites in central Mexico, Smith etal. (2005) contrasted Twlkngcaried out at school wih community texts including sigs, flyers, posters and ads) that focused on communication, ulzed nonconventional grammar and conventions, and were not controled or edited. For children acquiring language and literacy sili two languages the station is necessarily more complen. Diferent Ianguages may be used in illerent contexts Ina study of the uses of writen language among immigrant farliesin Chicago, Fs (1984) four that family language use depended on the particular demain of activity Lterey practices relate to religion were predominate in Spanish; those related 10 politics an law were almost exclusively in English (Farr 19%). In their study of 3 horthern California Mexicano community, Vasquez etal. (1994) documented how families responded tothe challenge of living in an Englishdominant community, working together to construct nuanced meanings snd maximize comprehension of tinfaiine English texts, “Accessiblity to iteracy opportunites in different domains and fora wore of func tions sa potential contributor to children’s blteracy development n his studies of language los are reversal of language loss in intersational context, Fishunan (1 2001) amersd hesiage language Vitality on a series of stages ranging from fall we of the language in higher educaton, the work spheze, mass media, ad goverment operations to knowkege ofthe heritage language by only afew isolated speakers. The stages in which language is used for the move powerhl Functions of employment, higher eduction, and goverment ae feed “high-power” stages (Fishman 201 Rese and Langue or other non-powe rational shoo mani 9 ‘These fre period, Focus of ‘Thepr The foes domaine However, inthe sat a larger « mmentin tio, and New Lite 1593), we tices, The Detween and palit Hower traces and Sch cognitive iment. Th Here w Spanish cy np ane lite: more chil ost with well as chances hypothes children enough. ica ente Spanish will ins hile”quire ana scholarly fans and se inclade also the reading tandings 9 t (Booth that have sso in al organi ‘printed cethor o fied and package so (2001) neand oniaste! posters, ago, Foer ‘lated 0 aly ofa non of of ance tai of an (991, ils of mental bers The loyment. Hoos and Goldenberg Co Languages are threntened with eosin and oss when they yell foo fee material or otherthanrkinchip advantages—in other words when thei use i tested fo non-power spheres Inher classe stad of blingalism in the Nev York Puerto Rican onsmurity inthe early 1980s for example, Zantela (197) observed both intergen tational formal eealey a8 well = Spanish Iieracy inthe home, commun, nd School However tive decades ater Garcia eal (2001) found that in rmnity, Spanish was usec primal fr comssaniation with the older generation “Those findings indicate erosion ofthe heritage language, Spanish, over lhe 20-ye pesos, Focus ofthe Study The present study examines Iteracy portunities within complex svial contexts The focus is cn multiple comsmunity Meracy practices associated with differen, domains of public and private ie. Is both communities under study, primary langage instruction (Spanish was provided at th focal public elementary school ovrevey, the communities provide a stark conirast with respect to the use of Spanish Inthe suring community outside ofthe hoate and school. This say spat a Targer set of interrelate projects documenting chides easly Ieracy develop ment in Spanish and English, thee classroom activities during language arts ins tion, and ont-oF school contents of tracy use and development. ike scenes the [Naw Literacy Studies tradition (Barton and Hamilton 1058, 2000, Ga 2000 Sse 1893), we conceptualize hteracy 2 seal activity situated in specifi seid prac Hees The Nev Literacy Shades also make “central an analysts of the interplay between the meaning af leal events an stractral salve of bond cul and politcal institutions and practices” (Hull and Sel 200.589, ‘of New Literacy scholars has focused on every traces outside of schoo. nan extension of recent work by scholars such as Hu and Schulte 2002) ant MsCaety (2008), we sk to explore empiialy the relation hips among literacy at school and lteraiesont of school as wells oink Wain ‘cognitive asesements of literacy toa sociocultural framework of tracy develo> rent. The present stody represents an into! step sn thls bronder resenvch agenda Here we examine te linguistic worlds of childeen from Spanish-speaking felis i community cantexts using the frames of (1) availabilty of itercy text) enateriats e Spanish and English in te comity (2) acces to mliple domains of iter Spanish and English inthe community and (3) the stats of Spanish language fai literacy uses in the commuity visa-vis English Research suggest that the more cldzen have the opportunity rane fom al conta of biliteaey—fo inter act with decontextaalize as well as contexunized text, to engage in vernacul as well as academic uses of Hitec to make se of LL nu well se L2-—the grote hei chances of full bilterate development (Hornberger 1985, 2505). Ou working hypotheses are that gresteravallabliy of textual strain Spanish will etree chuldran’s tieracy development in Spanish, However, simple avalaliy Io tough. Accesibiity to multiple domains ofitervey (regis, inal legal mec rlertsinment, ete} also important, Filly, because ofthe minority statu 0 Spanish in the Lite States, the sie of Spanish tracy for higher-sttus funtion vill lence families’ eracy activities ih ways that have the potential to ena Children’s iterey development. Although lttacy se and development in home7 Anhoplgy & Eun Qusrtey Volume 37,206, and schoo! contents are undoubtedly crucial for children’s Iiteracy development in {hs study we focus on community influences oxide of schoo and home. Methodology ‘Daring the 2001-2002 schoo year, we completed the plot phase of a multiyear, multisite study involving Spanist-spenking cilren in Kndergarten through second ipede ln 4 schools and their surrounding comauniiesin Calforia and Texas, Ths $c focuses on the community context of literacy development in two ofthe 1 Communities, both located in the greater Los Angeles mewopolian area, The tro ‘omsuites were selected in order to represent contrasting contents in ehich chile ‘ian of Spanish-speaking immigrate lve and attend schoo. The Platero community {allnames are pseudonyins) sa densely populated, low-income, exclusively Latino turban aghborhood: the Garden community is @ middle-income, predominantly ‘Anglo suburban commu "Al parents weve surveyed using a writen questionnaire sent home through the chile’ castoomn teacher, This protocol included questions in Spanish on family Soiecemographics (occupation, length of fae in the Joa! community, parental levels of education), parental expectations regarding their children’s academic performance, and reported home literacy ad homework practices. The return rate of the parent surveys vas 76 percent "A subi of 12 families as selected to he Interviewed in greater dept these parents participate in thre home interviews over the course ofthe school year. All Bleced fo have the interviews condiced in Spanish. Interviewers were bilingual Latinas, oof whom were preparing tobe bilingual teachers. Tro had been born in ‘Menico and educated in the United Stites, grovring up In neighborhoods quite Sila othe Plater conan; the hid came 1 the United States from Perd after Competing schooling there, The family interviaws focused on language an literacy prothces at homeand i the community, and on iteracyatitudes and materials. Also cluded were patents’ perceptions of neighborhood patterns of language and literacy use thir peresphons about community resources and safety, and their participation inchrch and other community onanizations "The project investigators (the cosuthoes) carried out the neighborhood cbserva tions and interviews with school principals We ae both former bilingual teachers Who reskde outside of the communities under study; Goldenberg is @ native of ‘Argentina and Reeve has lived al vorked extensively in Per and Mexico. We Cor ‘hte a survey, walking and driving the schol attendance neighborhood in order tordocument(1 languages heard an observed in diferent neighborhood settings, (2) lteacy materials of various types Pooks newspapers, magazines, fers ad forms, ind cacs), and (3) environmental print including signs, barnes, ads, product packages, abel, and notes). Samples offre printed materials were collected. Field botte and coded survey protocols were augmented By photos and video footage taken to faite costing and write-up. In addition, selected locales, uch as grocery stores, convenience toes, vanes, and commas) centers, were identified for more invdepth observation. US, censxs data from the school locale also were collected Thus we developed fanalarity with the commanises as ouside observers; we did not engage in face-to-face interviews with parcipating families but rather made use (of complet wanscriptions (in Spanish) of interviews with parents Cchildrer Woodcock Muon Sa adequate have been thay have from. 680 4 ack of vali is reliability proficene Schools, a However, rm the United Sta and father yen Plat bute th, Tes likely Father wwhitecall of families tally ig put the G However the comm case Stud Comm fescriptio acy use in soe his parents at fs quanti thus ior vie data Theveisn and socia use (Chahactond mas, ote The two sich hi iy tat sninantiy ough che family patent meat of thy these year all ‘itingal ide quite Mteraey fals-Also tne thee tenchers sitive of tings (2) Is ors, predtuct oi Field lect vrwe did nade use Childten's literacy achievement in English and Spanish was measured sng the ‘Woodcock Language Proiclensy Batery-Revised (Woodcock 1991; Woodcock and Murhoz Sandoval 1995) We chose tis battery becase it the only measure with adequate Spanish and English parallel assessments of eorly vending skelter an ‘wore recognition and reading comprehension). The Spanish and English versions have been caefll callvated (using Rasch scaling procedures) despite the fact tht they have separate normative samples. Subtest ables leocticent alpha) rag from 65to 95. Tet-retetriailies are 75-95, One sorcoming of ths measure © its lack of adequate validity data; no content validity is reported and the construct ‘ality is quevtionable (Pott 1985). We ae canfisent tt the test has satisfactory relnbity and does on adequate job of ranicondering students according to thee proicences in easing on the types of ceeding skills ought and pvileged i School, and thowfore ss satsfactory forthe comparative analses reported Bete. However, eaders should be aware ofthe measures limits tnd what te can ink from the test scores, Parent suey da forthe 140 participating fans ving in the two communes indicate that al parents were live speakers of Spanish and were bore outside the United States. The mothers in Patero families had an average 8 Years of schooling and fathers had 79; Garden mothers bad 89 years of schooling and fathers had 83 ‘years. Platero mothers were les likey to work ouside the hone (6 percent worked Outside the home compared with 71 percent in Garcen, and those who warked Were Tes key to work in white-collar employment 6 percent compared with 1s perce Fathers” employment wassnslar inthe two commas, witht percent working ‘white-collar abs and the majo employed msl traces, Although the sa of familie in both communities earn! under 530000 per Yee incomes were state Healy higher forthe Garden families than forthe Platerofaries, These tclaton ppt the Carden community families sts somenhat higher socioesonosie stats However cifernces in family chagacersics werent as marked es were those of th communities in hich they reside, ase Studies of Contasting Communities Community case studios wore develope fr each school community sing 9 mon framework that incided the fllowing dimensions: general commu description, school description, description of puticpating families, insttions resources commercial resourees, use af English and Spanish inthe coma, acy se noth angeages in the community nkages detveen home and schoo, 54 socal/historcal sting, Coded narrative data from openended interviews Patents ant principals in from observational eld notes i he community 2s wll bs quantitative data fom the US. census and the community observational sure, were used inthe onstruction of commnity case stcies, Commit case stuces hus inconporated beeatonal dat from at outsiders pesspoctive, well sine ‘vies data from an insider's perspective, Anoteregosding use ofthe ter covmanity inthe present analysis s warranted. Ther is no universl way of defining the neighborhood or lol comunity and social scence literature includes use ofthe concept of neighborhond 369 soca tn asa spatial unit and as a network of elationshps, associations, an! pater se (Chaskin 1995). Within dhe communities In which we Weresoli 6 Eten Quatrly Votome 37,2006 reseurh, insiders’ perspectives varied greatly with respect ta what they considered to be their community Some families used the tem offer othe city in which they lived, other tothe backs sureunding teir home, stl aters to refer to the apart ‘ment complex in which they resided. We opted fo use the arbitrary defination of school attendance area” (the area identified by the schools tht within which students attend their neighborhood school) for the observational surveys, and we used the census atin which te schoo wa located forthe gensus dat in fanly interviews, however, wel the term comma unepectied The Wo school communities were selected hecaise although in eelatvely close proximity teach other (approximately 25 miles apart inthe same cout) hey ep resent diferent contexts: ethic heterogeneity, socioeconomic satus (SES), language use, and presence of soil and commercial serves. Table 1 provides a summary of ky characteristics from the US. census of the Plalero and Gander costes tha Itistrate the striking differences Between then Table Summary of comatuaiyeharscteristin aaa Ties Garln Fagin sey 0 ERA — ya Population lowe poverty esl pect percent Pipton wig choo hate pene ponent {Spon sgn vor Bice fen SPicagenG wie rte Engih —Seperees Re Despite these diferences, the public school in each community has bilingual program in which Spanish ic used exiensively for instruction iat least some ofthe Elaserooms. tn 1998, voters i California passed Proposition 227, which sought to ‘establish English-only education fr English language lames inthe state ant d= mance he bilingual programs ther in place. Programs using te students” primary language for instruct were pemitied only under specific condone. Thus nthe post-Proposiion 227 era, the maintenance of bilingil education programe atthe Schools in our study i indicative of sigaificant sat and adminiseative support for primary language instruction. The children in tr sty come from hone i hil mish s spoken and most recive school iterac)insrcion in Spanish, However, atthe community level ehldren inthe two communities eceve quite diferent expo Sure o language and literacy in the two languages, as te llowngskehes sugges Schot Community Contents Platero School i located in a densely populate, low-income urban community with a population that is almost exclusively Latino. Fale ive in apartment build Ings o in duplexes or triplexes, and many ofthe single family hotnes have ada housing constructed on the Backs ofthe lots. Desried by the school principal ae @ busting neighborhood that is “very lively, vibrant, an flly fiend” ths a com munity with Jt of foot vali, as parents an grandparents walk elementary schoo] Children home from school and women push ssllets or cts laden with shopping Bags home from the local macket Rows and Ge Bocas allow theirs partment | porque ale Binos" [isn have the fre iden pla The lang Spanish, Or puro espa Spanish jus cents walkt tary school from passin school is ma Focal comm English and ple, the loc Frocks prot hhandetere Meaican coc language he ping there” Hecomids” for food) A money 10 M both gu prodtct fot (oohle the = several of th In this de cross the st feces foray bookmebile both Engist able to use| eso, .--20p others her latero 5 Tearing 22 27. inthis facilites, os and library | School also overnmentNoe 7, 2005 atively close 1g) they rep 5) language munities that Cinkab ra 2 bilingsat Some othe ou and to diy Thos, in the support for ‘rent expo. nent bul ditenal jp asa ‘shopping Reese aed Goldenberg Cony Cones Lec Dig a Because tis an area of high crime and gang activily, many parents are recta to low their children to pay susie except in clossly monitored yards civetsays, ot zpartmentTandings. As One mother explained, the sree “no es sficlente buena Porque alrededor hay mucha violencia no tines Ia ibetad de dejar jugs tos los nites” fis not very good because there lt of violence al aroun, al you den Tnave the feecom to le all ofthe ehlaren play Beense there ae na pubic parks, children play on driveways or ia apartment courtyards, or ae kept ine “The language head almost excusively on he seers and in Toca businesses i Spanish One father observed “Siempre estanos evleados de pure gente que heb [puro espafol casi” [We are abeaye sounded by only pevple who speak cl Spanish ust aboot). Among aculs siting on porches inthe le alteoan, acolo ants walking home from schoo, and parents cating 2s they wat forthe elem tory school to be dismissed, conversations are almost exclusively in Spanish, and ravohns musi msc typical ofthe mals or ral pats of Mexico) iar sem fhom passing cars and open windows, Although the neighborhood surrounding the school ismainly resent dere ae small market another business servingthe Tecal community Signe insce and outsde of the commercial estiblichinents se English and Spanish, andl many target the immigran comsmenty’s needs, For exam ple, the local grocery store, one of regional Latino-orvned chain of 12 market Soc products from Mexico, Chilis of varius types see ple high in open bins and hand:-letzed sigs in the meat department abel a variety of cus of meat used in Menican cooking. Cleeks and butchers gret pans in Spanish, and Spanish ithe Iangeage heard exsksively among pation ofall agen, One mother described shop png there: "Encientr lo que ter, ko que necesito para la cas, coeina 9 todo eo, fe comida” [find what want hat Iced for the hae, or cooking ad everything for food]. Acros the atest, the Westera Union advertises safe ane apd ing of ‘money to Mexico. nse, although all frais a signs ate printed and displeyed in bots language, th onl language Heard in the crveded intri: Spanish. The ‘numerous food tricks parked long the curd also prove service fh Spanish ard products for families wha must rely on public tratspoetation and walking to sees (coh the single-family car Is being sed by the breadwinner, as I dhe case with Saver ofthe psetiipatng familie), in this densely populate aren, there ae no public pais, The Boysand Girls Cub scree the sre! from the schol offers resrentonal fale, classes, an computer 3 nominal fee. The Public library ot closet the community, howe, tonkmabite parks in font ofthe school one ffernoan a week and offers books in both Englist anal Spanish, The scarcity of publi services impacts what fale at able o use. For example, one mother explained tht the presesool “queda ees ye fo, ..-1 pase yoa los oo [ls far vay and because of a, nt pute others thet Pratero School has mainained a developmental bilingual progroa (Span usec in inal academe instacton and then mainiined even after hiker sort learning academics in English} despite pressure following pessge of Propeson ZIT In this commanity that lacks in parks and recteationa felis, ctid-are Facilities, andj taining, the schoo sn oaeach intttion, opening is pt, and library tothe pubic and offering parent classes in English sh comptes. he schoo} also has fostered such programs es one for book donations from the exiein0 Aniopoly 6 Edun Quarey Volume 37, 2006 Garden School, on the other hand, 5 located in a more affluent suburban comunity, in which homes ange from spacious two-story ames along. tree-inedt fg7een bolt to more modest single-family homes closer tothe freeway. There are Several parks in the communly, which le descabed by families as calm, oréerly, hd a sae environment in which to rnisechlren Families who live here described theic community with pride "El parqve,e¢ como atractivo. Les demas quleeen venir para acd” [The park, itis attractive. Everyone else wants to come over here. Although the community is upscale, with relatively fer apartments of uplexes in comparison to singlefarly buildings, dere are clusters of candomin tums, aswell a6 single-family homes in which two or more families reside. The Innmigrant Latino fies inthe sty tend to reside in one ofthese Inter housing arrangements ‘Although the participating familes reported using mostly Spanish at home, outside the home te langue of the community is almost exclusively English, In the lange shopping center that lines both sides of a major thoroughfare, al he signs inside and outside ofthe businesses ae in English The lange Protestant churches in the aren oer services in English, Only English is used among the students onthe playground during ree and signs desribing dure activites are in English ony Two families indicated that there was a Cathaic church with mas in Spanish inthe comimunity, although one father deccibed it as “en un gare. No es un temple formal” lt is ina garage Tt isn'ta formal emple. Spanish ea occasionally be heard in this community as couples talk soy as they stroll in the park, as men valk home fom workin the industial complex, of se children chaster around an ice cream vendor outside the condominium complex. However, dhe public language of the community overwhelmingly English, spanish, when i is visible in poblic locales ens to bein igolated sections. For cxample, the lange ain ru store in one shopping center has a long aise with over 0 ifcent ies of books and magazines, with an aditieral 50 cikren’s books ot display in the toy section. With the excoption of People en Espana all of these aze Englah text. There i. small section atthe end of one aisle labeled “Produces Latins” that has some beauty ant health posses from Lain Americ, and a small section labeled. “Hispanic Foods" offers a limited sslection of canned goods Similarly in the pubic library the smal section of books in Spanish is loeate in ear comer ofthe brary in an ages labeled “orsign Language,” ‘Garden hasa dual language program designed fr both native speakers of English and native speakers of Spanish The goal of duablanguage programs is for intially ‘ionolingual ilzen (whether they speak anly English or only Spanish) to become proficient and hterate in both languages. Asi tr of Pisero School the Garden Brincpal and parcpating sa subscribe to the premise that maintaining hldren’s play language ie» benelit to them and the society more generally Like Piatero School, Garden School also serves an outeach function in the community, since the Laing families whose children attend the school age on the lower end ofthe strict’ socioeconomic distrioution, Garden School leaves its gates ‘open and encourages the community to make use of the school grounds during osschool hours. flee, however tere are adequate resources and recretional facilities in the community, including American Youth Sacer Organization leagues, parks, anaball cours, baseball diamonds, walking paths, wo playgrounds, anc a public brary este and Avallabil As the tial in En Garden suburban proudly ¢ Spanish « cspatal € we've be Similarly Garden, drugstore available ately © Driveway Solcting industia day Ibo magazine language ‘Over Platero 5 saleinth oreilda by theo fred bo. parked fothe Ge bookot sch la hhomeveo Boys and Spanish, homews Opin, magazin Chsient lange Universe Table Spanish, leseof la There wesotume 7,206 ent suburban Wa teeeined ay. There ae lm, orderly, ere described Pactments or 1 condomini 5 reside, The iter housing Sh at home, alish. Inthe all the signs Tehurehes in dents on the English only Danish inthe Sun tempo ly be heard sea heme iuage of the seetions. Por le with over Ystooks on oF these ae Perec and a small red goods, located in a oF English for italy the Garden 3 children’s son in the sit gates vis daring sereatonal rn eagees, rd, and ¢ essa Goldenberg, Community Conte fr itncy Delp Availability of Literacy Materials in Spanish and English in the Communities As the descriptions ofthe tva communities suggest, avnlability of textual mate nal in English and ip Spanish varies greatly between the two community settings arden has a great deal ore itera material avaiable The branch library in tis suburban community boasts over 100000 books. However, although the prindpal prouily deered ber efforts to help the public ibay select bole an ineeae it Spanish collection, one of the fithers commented that "Na tenen gran varied como en ottes lados que hemes ido. [Fay] seccones muy pequets de lr en ‘espanol en In biblioteca” [They don't have as much variety asin other areas at iwe've been. There are very small sections seth books in Spanish iv the Howry) Sinilry. in commercial establishment, thre are sore tracy materiale availble Garden. Families can purchase magazines and paperback books at several lrge sérugstores in neighborhood shopping centers. These materials, however, ae ely svaiable in English, For example, one ofthe grocery stores a a dep with 8 ‘aniety of signs for home or business vse (eg, Open, Hours, Do Not Bock Daversay) however, the oly sign avaiable in Spanish was one that stated "No Solcing Praaids fa venta ambularte” A local lguot store, lasted clive tothe industnal sector in which groups a Spanish-speaking males congregate to lok for fay labor, hada small cordened-off area with adult magazines. Although the ‘magazines were exclusively in English, handwritten sign alerted patrons in bah languages “This isnot a library/No es une bones ‘Overall, the Platero community offered fewer opportunities to ablain books, rmagizines, and fee iteracy matedals than di he Garsen Commun, kn the Platero supermarket, about five cifeent ites of welltnurabed magatines were fot salen the checkout lines, but there were na sections dedicited to magezines, bobs, for chldren’s Books and consumables. Dlstero was served by a bookmoblle oped by the local brary. converted bus with the sces lined with bookshelves that fe ‘ued books in English and Spanish in oughly equal quantities, the bookable parked in front of Plateze School once a week However although tiny in comparison {othe Garden library an offering mich less with respect to English texts the Pero bookable offered as eat a selection of children's materials in Spanish as did the suet Inger Gaon library: The Boys and Gils Club offer tutoring by Incl Lunversty student, and children came after schoo! to use the bank of computer: for hhomevork, computer games, of Inert use in both Spanish and English. At the Boys and Girls Cll although personnel were Elingual snd able to commana in Spanish, most printed material (Aver, sign, ete) and all hooks inthe designed “homeyrork room" were in English. The regional Spaish language newspapes, C2 Opinion, was available at neesstands, along with lea newspapersand maltpietee magazines and Byers in Spanish. For example, one can readily obtain copies el El Clasico, classified ad magazine that also fers articles about health cooking, nd lmunigtation law, of Pate de Subir (Stop Sulfering), 2 newspaper published by t Universal Church “Table 2 summarizes data regarding text availability and the percent avallabl in ‘Spanish, On the surfece, and looking a otal number of materials availabe regi ese of language the findings repcate those ofthe Newnan acl Cela (2002) stad. “There vas mitch greater avilabity of text in the higher SES comunity. English printed material sas much mare plenfal n the Garden commoity, both for slereply & Edun Quarry Volume, 208 ‘ble Availabilty aoa proportion of ieracy mates in Spanish Pane Gani ual oisin tay 2S nom Percent in Spanish 28 percent AO. pero Total cures books in ray san one ‘Tol mags nary is tn Tercen in Spanish Byercent sop le : _ ‘ot magannes forse 5 ae evcent in Spanish 40 percent {8 percent Total books fra a we and for checkout at the library, than in the Patro community. However, when looking st material in the minority language onl Platero—the smaller, more densely populated linguistically and ethnically iolted low income urban neighborkood-— Provide! acess to a szlar amount of printed material in Spanish a di the lager !mid more upscale Garden community In adltion, the proportion of teracy materials in Spanish tos far greater in Plater tan in Garden. Accessibilty to Multiple Domains of Literacy in Spanish and “English in the Communities Availability ofa greater or lesser numberof literacy materials fs ony one ofthe potential iteracy resources a community can provide Fina (1991, 200) studies ff language loss distinguish between langraage sed informally in the local neigh bochood, lngwages usin institutional settings inthe community, and languages used foe broader economic, political, and acsdemic functions In addition to books, ‘magazines, and newspapers available for purchase of loan within the community community settings also provide opportunites for crldnen to observe and pati pate in literacy use fora varely of functions and purposes The lterscy practices sociated ith the diffrent domaine may take on distinetive characteristic as wel For example, parents may fll ot forms to send money to celatives in Mexico, read pamphlets about prenatal care use a hymnal for singing in church, or ren the cover fa tideo movie fo see if itis appeoprat for euldren ‘There were many more opportunities fo se reading and writing in Spanish in the Plater community than there were in the Garden community The businesses in the yea offre a vane a services i Spanish rom machen clinics to cell phone ser ice For example, a check-sashing facilty advertised “envio de dinero « Mico” [sending money Mexico] and» document center offered ssitance with legal documents and immigration papers. Families alo reported attending mass inthe local Catholic church, where services were offered in Spanish Although Spanish was ‘oar almost exclusively in commercial setting, and forms and reading materials In Spanish vere avaliable, Lteracy materials yer alsn available in English In tot, 43 diferent commercial establishments and institutional slings ollered. sevice in Spanish while 4 offre services in English (or English aswell a Spanish). Thus, Resse and this comm vexing te becamied ¢ Spanish insttiona Boys ane functions coffer its es inmore ups Plivero ate ‘optometrist talline Tn cont, with the ex inthe Plate te mother mass) whit immediate pation in ‘ise that would like ‘vith i va offer servic these cat oF day Ibo Altus) on the etre thecal: a ter iol fbundant However, sponges, ne Available considera (2) aay Titeraey dex Language! Literacy ily as wel ‘malting aswellont Evidence types Foreion — 15 percent, nore densely INborhood id the anger 3 one ofthe banshee ls neg on books ond pai wy prc Sdn siecc, rad Mite over >anish inthe plone sere Ja México 2 eth legal mass in the Spanish was sterials in Tn ota, 3 sh) Thun this coenmunty, any service offered that would invelve ac via reading or ‘vriting—for example filing cut forine to snd enoney to eaves in brine out in Spanish or English Spanish i head, visible, and atl past ofthe Platco community I is ws i institutional setings (medical clive, church service, an oa lesser degen, the Boys and Gisle Club). Spanish sso se! inthe comavesial Gomain fora vate o Functions (eg, nancial rave, entertainment, Homer, the commulity doe ot 15 residents acess to the fall ange of busineses ane services that ate avaible in more upecle commanites such ae Cansen. Fos exsanle he medial linen the Platero area offer fee pregnancy testing, but specalized medical services such as Hats ze not ave optometrists orthodontists acupuncture, and heaing sp Sail in ether lange Tn contrast, in the Garden community, there are no services offered in Spaish, with the exception of a Filpino market that offers moneysending service 304 auto repair shop, whose hand-stencled sign tend simply Anfontts Esl, Fer bther services and fncions of Hera, one mist use English in this commnsit As in dhe Pater community, most ofthe families reported tat the attend catch an fe mother stated that her cd engaged in rending "lecrs de miss eesding te ve some distance outside ‘ass while there. However, these famille mus immelistecomurity inorder to atten mass in Spanish Ths limits thei p Pt in other sctvies at church a3 well asthe increased! opportinitie for hteacy tse that this participation could foster. Fr example, one ater coment tha she would hike to be more involved in church activities, but “emo ivimos tan eo, 0 partcipamos” fence we lve ao faraway, we don't pasipae. In ths commit wth its various shopping centers, 210 diferent commercial locales and Inston ‘fer services in Engish, while only two or thre signs in Spanish are visible. One of thee cnutions agains oitering and salllting work (an atv cari out by oro Df day laborers ot far fom te liquor store Wallon which the sign was affine Although Spanish is used inthe immigrant homes and some Spanish can be hea con the sre! inthe Ganden communi, visible aces of written Spanish ae inited to the collection of books af the library elated flyers and forms eee the bk ad 2 fv isolte signs. As noted ave, n the Plater community use of ol Spans burclant and written forms of Spanish and English appear to be compare, However, even tosh all services availabe in Plsero are avaiable in bot i fzuages, indicating language pai a wide ange of services and resousces A aot waste in ths low-income’ community in ether language. This brings ws te the Consideration of the ways in which the relative status of Eaglsh (C1 and Spi (02) may influence children’s language attitudes and use, and imately “heir Wiersey developenen Language Status and Language Loss in the Community itesney praetces in the family san be infence by the availablity of text mate: nals as wel as by accesso Tieracy tse in multiple domains in hee comma In tnultingual sting, decisions to make use of one language or another may depend ss well on the perceive prestige satus, or desrabihty of one langage over anther Evidence fr the higher status of one language aver another can be ofa varie 0 types. For example, in avertising in which two languages ate utlizd, one languageAnti ure ‘Volume 37,206 ‘canbe constrict a the authoritative voice of he advertisement though placement Intheteadline and use of lage and suiking peat (Piller 2001), Exclusion of one lan fyuige from the publie or affisial domain, such asin government decision-making, Bodins, is another indication ofthe relatively lower stats ofthat language Galle 1999), n this section, we examine the ways in which language status may be revealed = potentially influencing language ana literacy activites. Although he Garden ard Plater communis convast sharply in terms of ethnic density and SES, the communities are simular in thatthe Spanish-speaking popula fom in both aren is immigrant (ey most paren in the achoo) ace fis-generation imaigrants, Mexican famiies predominate, but both ares include immigrants from (Central America and afew from South America as well. In both communities, the value placed By parents on Bingualiam and Spanish maintenance is high: Most (OL percent paces stated thats vas “veep important that their chileen maintain tse of Spanish, and all stated that it was “very important” tha thelr ellen learn English. For some parents, family urty and communication were cited as reasons fo Janguage maintenance by children: Para bry on mes foie eimpraie e scr los tain gue [Tota now with our relatives it important ats imperint teh the also that they dot hv becage Ltr they to wl be lang ath cu parents ano sngs who tov tet. nd they eps oly Engi well nace wenden sry ng] Others associated language manenance with cultural maintenance and identity (One ofthe mothers observes [For example we ate Hispanic [think that god that hey have the [fens of teing fugue: And au fv having bec bor here tht ey Rave Engi Another parent contended that her daughters continued use of Spanish “para mi seria un orgullo,aparte dese latina, de ser hispana” [or me Would be a source of pride, spert from her being Late, being Hispanic]. One father’s beliefs were [rounded in experiences of discrimination He stated emphatically ln some aries Tv ard that they tel popes they can’ speak Spanish or they pn Sh them o te hen fr notang meetarspesing Spi. S01 nk that he souk? be because sie san Wess ths couey, hey sol) spect et ngs. ay ‘pinion Fle my clr to row up with Spun and with Engh Finally, parents in both communities reported no concerns that their chikten would be able lo maintain Spanish; 2 commonly expressed sentiment was tat Spanish would be maintained at home, regardless of swhether it was used in the school oF community Hov theGa langa Engi Me est sre spe dese ings tse Eve parent prefer other that he aren ehucta Ind that f chile Title §) percen Kinga! busine signso the 9p them! Isek of Latina sd th The temp Shared clerk t Bonne! ge Tanga‘ne an making ‘att reverled atethnic popula- es, the hs Most tn learn sons for por angunge ine fale a that inthe Rows ant Goldenberg Commi Conte fr Litey Desipint However, despite panens sites that Spanish be maintained and their contention that maintenance of the language through Home dee was possible, some pazents i the Garden community described situations in which there was evidence ot Spanish language los o erasion onthe pat oftheir children. One mather ofa child in the inglsh program realized that for her daughters “se les dificult hablar espa “Me estithublanto los dos [idioms [it dificult for them to speak Spanish. They sve speaking to mein both (languages). A another mothe in the English progeam ‘escrbed [lcci oreo spenkin English han nSpanish Thee ae nesta on we Broken way, watever butsheesplinwitome Ever childron englled in the two-way bilingual program were observed by their parents fo prefer English, One mother sated of her children,“ idioma favorito 9 Dreferido ex inglés” [their favorite and prefered language is English). For this other, the selection ofthe fro-wny- pram was a strategie decision 9 make se that her cilkiren were abe to use both languages, BY wa of contrast none ofthe pvents in the Platero sample described chldeens lous of Spanish proficlency or Felucance to use Spanish In the Garden community; where Latinos were inthe minority families reported that for the most part Span continued to be the language in which adults and childeencommunisted at ome, During the community sbserations however, very litle Spanish sse in public locales was observed, Although eens figures ple the percentage of Hispatcs in the community at 36 percent and Ihe percentage of mono- ingual or near monolingual) speaker of Spanish at 14 percent, ere were onl two businesses of the more than 20 inthe comumuity that used Spanish public fo signs oradveriernents, Ang the single bling sign in he commit ss coe that advised agnnat “aitering” by unemployed men ascking day lor. Ths in thi Community even though children were lating to read Spanish in school and hs the opportanty to hear and use Spanish at home, thee were fev opportunites fo thea 29 sce Spanish ed for a variety of parponee outside of hese lero. Thi Inck of public use of Spanish appens to Beam example of shot Perea (988) tems Latino “invisibly,” oF the weative lack of public identity and legitimacy of Latinos an the Spanish language This lack of public wse of Spanish can convey powerful messages about language status, One Garden mother descibed an incident in which she was rebulfed in het tempts to use Spanish with Latino clerk inthe local dru store. She animated Shared withthe interviewer what she perceived to be the falar on te pat of the Serko interact wih erin Spanish nso nish th shame in using it "Me indignas que digas eres mexicano y al misma tiempo te \vergiensse [itmakee me indignant when you say you are Mexican anda the same time you are ashamed Similan, in a study of Caruana language ase in Beis Bonner (2001) describes emergence ofthe concept of shame regain native lr {guage use, "The cause ofthe shame adults alti to Garfuna chile notte Tange pets, but rather the margin] satu o her language within the Belizehroplgy 6 Edson Quay ome 7,2 nation, as well s the association of Garfuna ethnic identity with poverty and low Soil state” (200186), The socal stats o a language is closely relate to economic stats (Boker 1996) ‘Where a minority language coexists with poverty soil deprivation, and inemply rent the socal status ofthe language is alfscted. When a majority language is seen 8 giving higher soca status ana political power, sift toward aptly langage use muy occur. As documented above, various examples ofthe lower stats of Spanish and the shift towarel English preference and use ae evident in the Carden Atte same time, the situation in the Patero community with respect to the i tive status of English and Spanish snot ax clearcut One father Geseibed the [oc langunge use as "puro espaol” [only Spanish), adding that Engh might be heard i theres ‘alguno que ot calla. Lingle se ecucha pero con muchas melas pal: abras” fone oe another cholo Gawlife). English shard but with lot of ditty woses) This association of English with javenle delinguents mirors Garcia et al's 200]) servation that in the New York Puerte Rian community, English hes the double identification asthe language of power bu also the language of African Americans, associated with poverty and racial stigmatization, In the Platerocommenty, Spanish Isthe language hoard almost exlasvely in many local businesses nd conventions between customers ana clerks are tes init in Spanish Ths, in this setting the language that is more commonly heand and expected to be use, Spanish could ne construed as possibly of higher prestige than Engish With respect to literacy availabilty anal access, the two languages appear tobe equally prevalent. Flowever inthis low-income community, higherstatur services or businesses and aces 10 igherstatus functions of language and literacy are not present in ether language (Oneuast go outside the community, where those functions are accessible in English arly Literacy Achievement in the Bilingual Programs CChildeen's achievement on the Woodcock Language Proficiency Battery suggests a pattem that to some degre parallels the contrasting language and literacy oppor tunities in the wo communities, Achievement diferencee ate not profound) att we would be wary of eversating any concisions. Nenateles, Garden students, who have greater Iteracy opportnities in English, slo have somewhat higher score English. On English base eading Garden students’ mean standard score was ®80 (ed'= 177), compared with the Patero mean of 87.6 (ed = 147) On the English comprehensian subtest the mean Garden score was 1 (el = 1}, compared to the Plater mean of 80 (sd = 103), Despite lower socceconomic levels which woul be expected to produce lower roading scores in both Spanish ard English Patera rides scored slighty higher in basic euling in Sparish (mean = 14059 ~ 223) compared with a mean of 1384 (ed = 234) for the higher SES Camden students (Spanish comprehension means were sila forthe two groups 1063 and 1071 for Plato and Garden, respectively) A possible explanation for this ptern of test ‘cores i consistent withthe theme a ths aril: Comrmnity language an literacy characteristics influence culdren’s itercy leering opportunites, Taus, Pater Students’ greater literacy opportunities im Spanish ae reflected in their higher Spanish achievement scores. In fact, these enhanced lteracy opportunites oft hit sloeconomie distdvantage, at eatin the enry elementary grades, Discu Thi Medio highly sa lit other servi sng cian buton grade Spans ana lt heave Ti partie one h cals thege era Prev woule the G Span Spar ford evel Span Howe andBaker 1995), Foner age i seen ty language wr stale of the Garden be hae ‘smal pal lity words] a's 001) the double sity Spanish S setting, as ‘sash sould WL Honever, acces t0 zr language fin English racy opp ind and 96 dents, who the English pare tothe Ehwould be ish, Plater id 107. for teen of tet ad literacy fo, Plater heir higher oles tie Ree and Goldenberg. Conny Cnet fr itary Deep This article began with Castfiad’s contention tha pats of Los Angeles resemble Mexico of days gone by. Although many Latinos lve in ne ehsothooe thet ae Iighly segregated and in which sis, services, an busnenss in Spanish abe ave literacy oppertunities and practices in ac smi o communities in MeN Uther pars of Latin America? Even in communities with many mote business and services in Spanish one can question whether te functions for which Spanish sused with fancione for are on ‘one is expected to use English. For example, ‘sing Spanish in the Plaesd ates, ean sent meney lo Mexico, bul uve cannot lta alan to stata business. One can take classes a the local elementary choo butone cannot study avasety of academic subject in Spach (or equal cell past igade five. Thus, although there may be exposure lo Spanish ane avait) of ‘Spanish books and printed materi the range'of domains a functions ef language land literacy use within those domains is stil restricted in comparison fo hat would beavailable in the one county This imbalance (or asymmetry highlights yet another way in whch immigrant, portcnneyimugrantsof ew social and economic satus, ae dicacantaged Ca The fone hand, they hve Hnited acces lo tosources and ealionel opporttites Proved inthe societal language (English). Yet on the other, alesough thes mig ie fn communitie in which resources and opportunites are aval lenguage, these ae limited ss well an co ot sepeesent the fll cnge of rescues available © majonty-language speakers, This diemina is compounded for tym rants whe are elatvely les allunt and have over level of Formal schooling ta the general population in he host country valuation of the ole of camssurity factors with the potential to ast chileren’s Ineracy development, particulary avilability of literacy material and access to 3 ‘riety of fncbons of language ad itera, made dificult bythe confounding of lable thet ome sociveconomilc status, elnic density, anc acces t9 Spanish language and pin Previous research (Neuman and Celano 2001) suggests thatthe Plater stuten's would be diadvantaged in terms of their Iteracy development ant tht theit ‘community would offer les with respect iteracy cess a sources han woul the Garden community: On the contrary, however, the commu Whi namic status was higher also was the community in which the percentege ish speakers and the opportunities to use Spanish language se! less for many funtion oatsige of school also were linted. The community in hich Spanish Was most prevalent was lower income and efhnicllysegcegstec, but forded better ar more plenstel opportunites for Spanish lnngeage nad ery evelopment. This suggests an ineresting dynamic: As fans sek to ipo living conltons nt ie chances for tir children by moving oa are thot is more upscale, safer and quite they also ate moving into an are inhi aces to Spomish iteracy an use of Spanish fora variety of social funetons ist seo Ta both commas, the schools served an outeach purpose in he sureeuning community: Both made attempis fo go beyond the Iypcal parent invulvement ities of parent-teacher conferences ancl open house visits The school in each fase served to premote, indeed advocate for, te primary Inaguage ot di facents, However in settings outside of schoo through environmental print an in the sos rl institutions inthe communis cldren were receiving messages about te salis8 Anthaplgy & Edeston Quarry Neue 37,2106 nd socil desirability of thelr native language and tat of the dominant society. Even in communities with greater accessibility © Spanish language and print ouside of elementary schooling’ chldeen received implicit messages about the moze limited ‘lesirablty and utility of Spanish. These meseages ultimately may have s long-term influence an children’s language maintenance as wel xs continued literacy develop ment Inthe short term, erosion of Spanish proficiency and preference had already deen observed by the parenis of five- and sixyearoli in the English-dominact community is our ated ‘ur findings point to the fragility of heritage language maintenance, even in settings in which the elomentary school staff actively promates bilingual education programs. The advocacy roles of school leaders in ovr study in supporting parent ‘organization effets, promoting the acquisition of Books in Spanch at the local, brary, and connecting with adult learing centers in the community represen positive steps that schools can fake to promote languages oer than English outside {he schoo! istrutinal progear. However ot ndings uggest te ne for schools to redoable their efforts to promote hentge langunge vse, not just as an interim measure to faite comprehension of school materials and events by nonspeakers oF Bnglsh but also as a valuable linguistic reroute in is owa right Leslie Reese is a professor inthe Department of Teacher Eduction at Califia State University Long Beach (Lresotoulb. ex), Clade Galdenbergs associate dean of he CColege of Education and execative dvecor of the Center for Language Manoity aucation and Research California tate Univerity, Long Beach ogodensulb ed) Note Actoonedgns. Ts work wae sappete by a gan fom the National laut of C Health ad Homan Deveopment ante iste of Eduatin Scences TUL HOSE), rac /Ltersey Devwopmestinspansh peaking Chien” Our apes hanks te an ies a choo! personae! who mace tus werk pene ae wel 4 out collegues one Proce ¢estareh team, Coleen Caso, Bhs Cintas Hagen Siva Lian Mopac, "Buzbeth Person, Ar Adam Liana De La Cara and Hees Rivera, Special ans Bl Sunde foes suppot wal Comments onan ete erin ofthis sce, References Cited Aus, Diane, ad Ken Hak, ws "97 Improving Schooling for Language Minority Children: A Reseach Agenda Mashinglon BC: Netonl Aesdemy Pree "8 Foundations of Bilingual Edueaton and Bilingual (2nd ition) Chvade, ‘UK Malling Matters * agg Devi, an Mary Hamitan 1998 Leal Literacies. New York: Routed 200) Literacy Practons Iv Stated Litaces: Reading and Wing im Contest. 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Tho Pies of Mulally aed Bl Ease pone Teer Mens fp 12a Boson Meo 1983 The Effects of Spanish Home Language Use on the Scholastic Peformance of Hspanic Ppl Joural of Mulligan snd halter Development 2) 15 For, Man . {8d En fos Dos Miomas Liracy rates among Chicago Meco Litera Acros Communities bry Moss pt Cll Ny Hampon Tes Ftonan joahoa . 38) Reversing Language Shite Theor and Epica Foundation of Assan to Theatre Langusges Cine UR Mlthing Mates Wh eo Hardt Save a Three Langlogs> hr Con Thee! Languages Be Saved? Reversing Language Suit Revesiods A diet Contry Terpucsne, Rabe Fahman oa p22 Clevedon UX: Multlagol Mates "n Theorys Reswurh, Ply, und Price in Handbook ef Resch ot ut ESS. ame Bans ond hey Bl ds Pp. 20 Naw Ye 202 ilnganisn on Schooling te United Sa. neato Joura of the Saioloy of language 23) salvo Gant: ost Ls Moc an Kina Rivers ‘0 How Thrstened the Spanish of New York Puerto Rice? Language Siw I can Tete! Languages Be Saved? Reversing Langusse ht, evs THRO The Naw Lioracy Studs: “Soci Situated” to the Work of the Soca. Ga Het ine Pini manta tatinga Anloealigy 6 Etsation Quatoly Vohume 37,2006 Gen ny TS A Maun o the Rowe nd Baker Review of ings Education Recah Bilingual Reseach Journal 21(2/3):103-122. a Hope Many os Co Bites Revi of Edna Reach 593} 2s Conn of itr. Clover Ulla Mae i Gyn an Kxine She educational Reseach 7aiS73-611, “_ au Sts Ou Sedna! Lircs with Classroom Paice New Yr Tuches Calle Po og ene WS The Auericn Blngul Ton, ein. Met, H: Center for Applied Ting and eta Stems, ey ie New York: Moston de Mattivtones, Mariya, and Katheyn jones, eds. "iH Mating Lice Rend snd Wing Difernt Wo, Psd: Si angege Lira and Powe chetng MatwayNLvene En Met lw be The Lino / Richard Delgo and Jean St "eds Fp. 574-570 New York New York Universty reste 7 “D1 hc Pn La Ina an Mile ese Commie An Esai Say ‘For Neighbors Reding Ressrh Grey 5) TBH Ameren Languages, Cultural Pate, and Ofc English. fn Te Latino /s ‘onan Rid Belgas Jou Satan. ip Su S78 Now Yrs Now Work So lay contro in Mangan) Adetng engage Sty 3 1998 Review of Woodcock Language Prien Battery-Revised, In The Twelfth Menta ‘emuremen en an Cty amen sP.Stc” a NE eg a nd Rona aliens Sid inmignnt aon a Moola LieryDewopment An Evang Pepecie Wisse an! Phe of Bingun auc, Reseach nthe ehing of Eagles was Sot PH Robe nine, and oes Mari lates Fito Sis Pela Kl ate Sean Ua snd Consus el oo ecae Eason notes Lacs aa "188 Introduction: The New Literacy Studies. ln Cross-Cultural Approuches to Literacy ean ee accom UX Came Caer Be "seb Growing up Literate: Leoning from Inner-City Families Portsmouth, NE one nd ign ote SEP SI eRe Singuge ntnoy Sader. Nal Charo fr Tanga! Edscotan este Cacan Sel No", Wastigon BG Raton Signe Bunge Eien ews and Gold 20m ANato Academe asquee, Oa Came Wiey: Tree Boers Wooden Rit 1 Wonde verde Woodaneh, Ris 338 Woe