Pub Date : 2023-12-26DOI: 10.14434/ijlcle.v4i.35754
Vesna Dimitrieska
Although identity is something that every language teacher has, language teacher identity (LTI) has been established and researched as a concept recently, in the past two decades. Language teacher identity has a critical role in language teachers’ professional and personal lives as it portrays how they position themselves and how others (i.e., colleagues, students, and other professionals) perceive them within the field and the work they do. Thus, LTI has the potential to drive the language teachers’ transformation into the teaching professional they want to become. Language Teacher Identity in TESOL, Teacher Education and Practice as Identity Work, edited by Bedrettin Yazan, Associate Professor of Educational Linguistics at the University of Texas at San Antonio, and Kristen Lindahl, Associate Professor of TESOL/Applied Linguistics at the University of Texas at San Antonio, USA, is a much-needed book that showcases ways of using language teacher identity to inform language teacher education practices.
{"title":"Language Teacher Identity in TESOL, Teacher Education and Practice as Identity Work","authors":"Vesna Dimitrieska","doi":"10.14434/ijlcle.v4i.35754","DOIUrl":"https://doi.org/10.14434/ijlcle.v4i.35754","url":null,"abstract":"Although identity is something that every language teacher has, language teacher identity (LTI) has been established and researched as a concept recently, in the past two decades. Language teacher identity has a critical role in language teachers’ professional and personal lives as it portrays how they position themselves and how others (i.e., colleagues, students, and other professionals) perceive them within the field and the work they do. Thus, LTI has the potential to drive the language teachers’ transformation into the teaching professional they want to become. Language Teacher Identity in TESOL, Teacher Education and Practice as Identity Work, edited by Bedrettin Yazan, Associate Professor of Educational Linguistics at the University of Texas at San Antonio, and Kristen Lindahl, Associate Professor of TESOL/Applied Linguistics at the University of Texas at San Antonio, USA, is a much-needed book that showcases ways of using language teacher identity to inform language teacher education practices.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"21 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-26DOI: 10.14434/ijlcle.v4i.32513
Max Vazquez Dominguez, Lourdes Cardozo-Gaibisso
In this article, we describe and discuss the negotiations and processes of carrying out a science curriculum-based research project with multiple stakeholders, including an 8th grade science teacher/soccer coach, and 24 student-participants from a middle school in the South-eastern United States. Drawing on the theoretical notion of trading zones, we focus on the negotiations, commitments, and collaborations that took place in order to: (a) teach science to Latino students in the context of an after-school soccer program, (b) develop curriculum and (c) carry out a research program in which both material things and physical spaces are recognized as central to this process. Our study presents these experiences and processes in relation to the characteristics of the human and non-human elements involved in this work. We conclude with a set of recommendations for pre-service and in-service science teachers developing science activities as part of a broader curriculum and teaching science to middle school students in multilingual, multi-ethnic, and multicultural settings.
{"title":"In the Trading Zone","authors":"Max Vazquez Dominguez, Lourdes Cardozo-Gaibisso","doi":"10.14434/ijlcle.v4i.32513","DOIUrl":"https://doi.org/10.14434/ijlcle.v4i.32513","url":null,"abstract":"In this article, we describe and discuss the negotiations and processes of carrying out a science curriculum-based research project with multiple stakeholders, including an 8th grade science teacher/soccer coach, and 24 student-participants from a middle school in the South-eastern United States. Drawing on the theoretical notion of trading zones, we focus on the negotiations, commitments, and collaborations that took place in order to: (a) teach science to Latino students in the context of an after-school soccer program, (b) develop curriculum and (c) carry out a research program in which both material things and physical spaces are recognized as central to this process. Our study presents these experiences and processes in relation to the characteristics of the human and non-human elements involved in this work. We conclude with a set of recommendations for pre-service and in-service science teachers developing science activities as part of a broader curriculum and teaching science to middle school students in multilingual, multi-ethnic, and multicultural settings.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"7 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-26DOI: 10.14434/ijlcle.v4i.31830
Samson Olusola Olatunji
There is a proven intricate interconnectedness between language and culture. Most Yoruba political office holders demonstrate degrees of English language proficiency as evidence of English-medium Western education. It is thus logical to expect them to have become democratic in behavior. However, many that have held political posts in Nigeria have proved undemocratic. One then wonders how they successfully avoided being “infected” by the democratic values of Western cultures. One could logically conclude that a typical Yoruba politician is unable to learn democratic values from Western education because of the long history of the monarchical system of government. This paper, however, probed the existence of democratic values in Yoruba precolonial government. Data were obtained from 200 respondents through a mix of accidental and stratified sampling techniques. A four-item interview guide was administered to the respondents by the researcher. Among the findings is that the Yoruba language is replete with proverbs, aphorisms, and idioms capable of promoting democratic values. Comprehensive implementation of mother-tongue-based multilingual education up to the end of secondary school level is thus recommended for the preservation of the democratic values of their traditional cultures to facilitate adequate understanding of Western democratic literacy.
{"title":"Indigenous Language Endangerment as the Hearse of Democratic Culture among the Yoruba People of Nigeria","authors":"Samson Olusola Olatunji","doi":"10.14434/ijlcle.v4i.31830","DOIUrl":"https://doi.org/10.14434/ijlcle.v4i.31830","url":null,"abstract":"There is a proven intricate interconnectedness between language and culture. Most Yoruba political office holders demonstrate degrees of English language proficiency as evidence of English-medium Western education. It is thus logical to expect them to have become democratic in behavior. However, many that have held political posts in Nigeria have proved undemocratic. One then wonders how they successfully avoided being “infected” by the democratic values of Western cultures. One could logically conclude that a typical Yoruba politician is unable to learn democratic values from Western education because of the long history of the monarchical system of government. This paper, however, probed the existence of democratic values in Yoruba precolonial government. Data were obtained from 200 respondents through a mix of accidental and stratified sampling techniques. A four-item interview guide was administered to the respondents by the researcher. Among the findings is that the Yoruba language is replete with proverbs, aphorisms, and idioms capable of promoting democratic values. Comprehensive implementation of mother-tongue-based multilingual education up to the end of secondary school level is thus recommended for the preservation of the democratic values of their traditional cultures to facilitate adequate understanding of Western democratic literacy.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"21 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-26DOI: 10.14434/ijlcle.v4i.33175
Amanda R. Hurlbut, Jemimah Young, Catherine Boggs, Jamaal Young
The purpose of this study was to review the existing literature on the use of Response to Intervention (RTI) in reading to critically analyze the methodologies, instruments, and findings within the context of the surrounding literature. RTI remains a key process in special education research and practice. Hence, studies range from intervention effectiveness, implementation fidelity, and methods for determining responsiveness to intervention. There are numerous RTI related research studies indicating that tiered or scripted intervention programs may help students identified as at-risk make academic progress on pre-and posttest measures. However, many of these same studies also indicate that students identified as at-risk do not receive the instructional support necessary to close opportunity gaps in reading. To address this concern, we conducted a systematic review of the RTI reading literature. The results indicate that a wide variety of screening and progress monitoring tools were utilized in reading research, which may account for the vast variation in efficacy across studies. Moreover, researchers cite validity, reliability, and replicability as main concerns in determining true responsiveness to an intervention when such a plethora of resources are available. We conclude that consensus is needed in the literature to determine the best screening and progress monitoring instruments to identify true responsiveness and distinguish the best methods for designing, studying, and replicating intervention programs that sustain academic performance by at-risk learners through an RTI based tiered intervention model.
{"title":"Response to Intervention in Reading","authors":"Amanda R. Hurlbut, Jemimah Young, Catherine Boggs, Jamaal Young","doi":"10.14434/ijlcle.v4i.33175","DOIUrl":"https://doi.org/10.14434/ijlcle.v4i.33175","url":null,"abstract":"The purpose of this study was to review the existing literature on the use of Response to Intervention (RTI) in reading to critically analyze the methodologies, instruments, and findings within the context of the surrounding literature. RTI remains a key process in special education research and practice. Hence, studies range from intervention effectiveness, implementation fidelity, and methods for determining responsiveness to intervention. There are numerous RTI related research studies indicating that tiered or scripted intervention programs may help students identified as at-risk make academic progress on pre-and posttest measures. However, many of these same studies also indicate that students identified as at-risk do not receive the instructional support necessary to close opportunity gaps in reading. To address this concern, we conducted a systematic review of the RTI reading literature. The results indicate that a wide variety of screening and progress monitoring tools were utilized in reading research, which may account for the vast variation in efficacy across studies. Moreover, researchers cite validity, reliability, and replicability as main concerns in determining true responsiveness to an intervention when such a plethora of resources are available. We conclude that consensus is needed in the literature to determine the best screening and progress monitoring instruments to identify true responsiveness and distinguish the best methods for designing, studying, and replicating intervention programs that sustain academic performance by at-risk learners through an RTI based tiered intervention model.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"17 35","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139156405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-26DOI: 10.14434/ijlcle.v4i.36048
Angelie Lyn Cordero, Bayani Santos Jr.
Second language (L2) learning is a complex process for language learners, which is evident in the language performance of Filipino learners who are performing poorly in writing and reading in English. Based on several studies with findings that corroborate the influence of self-regulation, Language Learning Strategies (LSS), and L2/ESL anxiety on L2 learning, the present descriptive-correlational study aimed to determine the relationship and attributive impact of self-regulation, LLS, and L2/ESL anxiety on L2 learning in a defined Philippine university. The data were collected from 447 Grade 11 participants using questionnaires. The collected data were analyzed using mean, Pearson’s correlation coefficient, and multiple regression analysis. The findings revealed that self-regulation has a weak positive significant correlation with L2 learning, while LLS and L2/ESL anxiety have no significant relationship with L2 learning. As for the attributive impact, the findings suggested that self-regulation is directly proportional to L2 learning, and LLS are indirectly proportional to L2 learning. As for L2/ESL anxiety, it has no significant impact on L2 learning. The findings became the basis of the recommended strategies for second language teachers.
{"title":"Relationship and Attributive Impact of Self-Regulation, Language Learning Strategies, and Second Language Anxiety to Second Language Learning of Grade 11 Students","authors":"Angelie Lyn Cordero, Bayani Santos Jr.","doi":"10.14434/ijlcle.v4i.36048","DOIUrl":"https://doi.org/10.14434/ijlcle.v4i.36048","url":null,"abstract":"Second language (L2) learning is a complex process for language learners, which is evident in the language performance of Filipino learners who are performing poorly in writing and reading in English. Based on several studies with findings that corroborate the influence of self-regulation, Language Learning Strategies (LSS), and L2/ESL anxiety on L2 learning, the present descriptive-correlational study aimed to determine the relationship and attributive impact of self-regulation, LLS, and L2/ESL anxiety on L2 learning in a defined Philippine university. The data were collected from 447 Grade 11 participants using questionnaires. The collected data were analyzed using mean, Pearson’s correlation coefficient, and multiple regression analysis. The findings revealed that self-regulation has a weak positive significant correlation with L2 learning, while LLS and L2/ESL anxiety have no significant relationship with L2 learning. As for the attributive impact, the findings suggested that self-regulation is directly proportional to L2 learning, and LLS are indirectly proportional to L2 learning. As for L2/ESL anxiety, it has no significant impact on L2 learning. The findings became the basis of the recommended strategies for second language teachers.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"62 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-26DOI: 10.14434/ijlcle.v4i.37199
Jae-Bong Jeon
Language is an intimate process that virtually all humans can understand, produce, and/or engage with cognitively. Consciously or unconsciously and for any reason, humans constantly use language, whether for connecting with others or managing inner thinking such as making plans, composing narratives of one’s experiences, creating art, or simply making sense of any phenomena, as well as using it as a tool to gain advantage. However, despite our constant and intimate engagement with it, language has always been an enigma, eluding our complete understanding. Nevertheless, given the close relationship between using language and being human, our quest to understand language is intrinsically tied to fundamental questions about humanity itself, which may lead to various misconceptions, such as the deeply ingrained perception that the complexity of human language separates our species from the rest of the natural world.
{"title":"Language is Politics","authors":"Jae-Bong Jeon","doi":"10.14434/ijlcle.v4i.37199","DOIUrl":"https://doi.org/10.14434/ijlcle.v4i.37199","url":null,"abstract":"Language is an intimate process that virtually all humans can understand, produce, and/or engage with cognitively. Consciously or unconsciously and for any reason, humans constantly use language, whether for connecting with others or managing inner thinking such as making plans, composing narratives of one’s experiences, creating art, or simply making sense of any phenomena, as well as using it as a tool to gain advantage. However, despite our constant and intimate engagement with it, language has always been an enigma, eluding our complete understanding. Nevertheless, given the close relationship between using language and being human, our quest to understand language is intrinsically tied to fundamental questions about humanity itself, which may lead to various misconceptions, such as the deeply ingrained perception that the complexity of human language separates our species from the rest of the natural world.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"63 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139155165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-26DOI: 10.14434/ijlcle.v4i.37198
Serafín M. Coronel-Molina, Xin Chen, Ebrahim Bamanger, Suok Kwon
{"title":"Vol. 4 (2023): International Journal of Literacy, Culture, and Language Education (IJLCLE)","authors":"Serafín M. Coronel-Molina, Xin Chen, Ebrahim Bamanger, Suok Kwon","doi":"10.14434/ijlcle.v4i.37198","DOIUrl":"https://doi.org/10.14434/ijlcle.v4i.37198","url":null,"abstract":"","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"101 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139157167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.14434/ijlcle.v3i.35377
Serafín M. Coronel-Molina, Ebrahim M. Bamanger
{"title":"Full Vol 3 (2022) International Journal of Literacy, Culture, and Language Education (IJLCLE)","authors":"Serafín M. Coronel-Molina, Ebrahim M. Bamanger","doi":"10.14434/ijlcle.v3i.35377","DOIUrl":"https://doi.org/10.14434/ijlcle.v3i.35377","url":null,"abstract":"","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129592711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.14434/ijlcle.v3i.32355
Laura Beth Kelly, Stephanie Abraham, Kate Kedley, Cinthya Bolanos
This paper reports a comparative case study between two distinct community literacy research sites in the United States. Both sites undertook bilingual reading and writing projects in English and Spanish with children, one in a public library and the other in a community center writing program. Over time, these two unrelated projects took a translanguaging turn, and this paper compares and analyzes how translanguaging operated at each site, especially as researchers attempted to promote Spanish. We documented common affordances such as mirroring community language practices and creating inclusive, participatory environments. The comparison also revealed limitations, such as translanguaging’s limited ability to resist the societal dominance of English and challenges associated with enacting translanguaging in programs facing high staff and participant turnover. The study suggests the potential of translanguaging approaches in community literacy projects while also documenting areas for researchers and educators to approach translanguaging work thoughtfully to ensure it meets their program goals.
{"title":"Construyendo Puentes","authors":"Laura Beth Kelly, Stephanie Abraham, Kate Kedley, Cinthya Bolanos","doi":"10.14434/ijlcle.v3i.32355","DOIUrl":"https://doi.org/10.14434/ijlcle.v3i.32355","url":null,"abstract":"This paper reports a comparative case study between two distinct community literacy research sites in the United States. Both sites undertook bilingual reading and writing projects in English and Spanish with children, one in a public library and the other in a community center writing program. Over time, these two unrelated projects took a translanguaging turn, and this paper compares and analyzes how translanguaging operated at each site, especially as researchers attempted to promote Spanish. We documented common affordances such as mirroring community language practices and creating inclusive, participatory environments. The comparison also revealed limitations, such as translanguaging’s limited ability to resist the societal dominance of English and challenges associated with enacting translanguaging in programs facing high staff and participant turnover. The study suggests the potential of translanguaging approaches in community literacy projects while also documenting areas for researchers and educators to approach translanguaging work thoughtfully to ensure it meets their program goals.","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"357 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132813217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-06DOI: 10.14434/ijlcle.v3i.32672
Maureen C. Kasakula
Abstract This study sought to establish what primary schools were doing to ensure that there was parental involvement in children’s literacy learning. A qualitative design methodology was utilized, and data was collected through interviews, document analysis, and focus group discussions. The study found that parental involvement in children’s initial literacy learning in many schools was only achieved through the strategies put in place by some cooperating partners working with the schools such as Read to Succeed, a nongovernmental organization supported by the United States Agency for International Development (USAID). The strategies put in place by these partners enabled teachers and parents to work together so that parents were able to actively get involved in their children’s initial literacy learning. The study recommends that teacher education seriously consider including components on parental involvement in the college literacy syllabus to enhance teachers’ involvement of parents in children’s initial literacy learning in primary schools. The study further recommends that parental involvement in children’s literacy learning should be embedded in the school curriculum to enhance the commitment of teachers and school administrators. Key Words: parental involvement, initial literacy, learning, primary schools, children
摘要本研究旨在探讨小学在确保家长参与儿童识字学习方面所做的工作。采用定性设计方法，通过访谈、文献分析和焦点小组讨论收集数据。研究发现，在许多学校，家长参与儿童最初的识字学习，只有通过一些与学校合作的合作伙伴实施的战略才能实现，比如由美国国际开发署(USAID)支持的非政府组织“阅读成功”(Read to success)。这些合作伙伴制定的策略使教师和家长能够共同努力，使家长能够积极参与孩子的初始识字学习。本研究建议教师教育应认真考虑在大学扫盲教学大纲中纳入家长参与的内容，以提高小学教师家长对儿童初始扫盲学习的参与程度。研究进一步建议，家长参与儿童识字学习应纳入学校课程，以提高教师和学校管理人员的承诺。关键词:父母参与，初步识字，学习，小学，儿童
{"title":"Parental Involvement in Children’s Initial Literacy Learning in Primary Schools in Mungwi District, Zambia","authors":"Maureen C. Kasakula","doi":"10.14434/ijlcle.v3i.32672","DOIUrl":"https://doi.org/10.14434/ijlcle.v3i.32672","url":null,"abstract":"Abstract\u0000This study sought to establish what primary schools were doing to ensure that there was parental involvement in children’s literacy learning. A qualitative design methodology was utilized, and data was collected through interviews, document analysis, and focus group discussions. The study found that parental involvement in children’s initial literacy learning in many schools was only achieved through the strategies put in place by some cooperating partners working with the schools such as Read to Succeed, a nongovernmental organization supported by the United States Agency for International Development (USAID). The strategies put in place by these partners enabled teachers and parents to work together so that parents were able to actively get involved in their children’s initial literacy learning. The study recommends that teacher education seriously consider including components on parental involvement in the college literacy syllabus to enhance teachers’ involvement of parents in children’s initial literacy learning in primary schools. The study further recommends that parental involvement in children’s literacy learning should be embedded in the school curriculum to enhance the commitment of teachers and school administrators.\u0000 \u0000Key Words: parental involvement, initial literacy, learning, primary schools, children\u0000 \u0000 ","PeriodicalId":424949,"journal":{"name":"International Journal of Literacy, Culture, and Language Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128403822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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