Mari Riojas-Cortez

Preschoolers' Funds of Knowledge Displayed through Sociodramatic Play Episodes in a Bilingual Classroom.

Funds of knowledge displayed by young children during sociodramatic play in a two-way bilingual preschool classroom are identified. Twelve preschoolers participated in a microethnographic study of childrens language and culture in a small rural community of South Texas. The study sought to identify cultural elements or traits of Mexican American children exhibited during sociodramatic play. The cultural traits identified as funds of knowledge include language, values and beliefs, ways of discipline, and the value of education, among others. It is suggested for teachers to use sociodramatic play as a tool to observe children and learn about their funds of knowledge in order to implement a culturally reflective curriculum.

Mexican American Preschoolers Create Stories: Sociodramatic Play in a Dual Language Classroom.

Abstract This article describes partial findings of a microethnographic study that focused on the use of language functions and cultural knowledge displayed during sociodramatic play in a pre-kindergarten classroom. The study was conducted at a public elementary school in a small rural community of south central Texas that offers a dual language program from pre-kindergarten to fifth grade. Twelve Mexican American children, seven boys and five girls (4- and 5-year-olds) participated in the study. Data were collected for eight weeks through videotaped observations of free play in the housekeeping and block center. Field notes and a reflexive diary were included as methods of data collection. The childrens parents were interviewed to determine the cultural traits that emerged in the childrens play. A total of 25 hours of videotaped sociodramatic play episodes was collected. The article illustrates the stories Mexican American children created while engaged in sociodramatic play in a preschool classroom where play was the focus of the curriculum.

Using Cultural Tools to Develop Scientific Literacy of Young Mexican American Preschoolers.

Building on the home cultural practices related to science can facilitate scientific literacy development of preschoolers. Using a sociocognitive and sociocultural approach and funds of knowledge as a theoretical framework, this article describes how Mexican American parents and young children identified the science concepts and knowledge learned from common activities found in their homes through the Family Institute for Early Literacy Development. Science skills and concepts were found in many activities related to Mexican American cultural practices such as gardening, cooking and home remedies. Parents were informed of the type of scientific readiness knowledge that schools expect children to bring from home, and in turn parents were able to explain to their children those concepts during the institute and at home. The success of the institute is founded on the opportunity given to parents to understand and implement school expectations for their young children.

You Can’t Have a Rainbow Without a Tormenta: A Description of an IHE’s Response to a Community Need for a Dual-Language School

Abstract Schools, with an ever-increasing presence of language minority students, are now compelled to critically analyze the programs and the practices in which they engage their students for academic achievement. This manuscript presents a case study2 in which a school and a university worked together in a restructuring process to create a community of learners. The implementation of a two- way bilingual model at Tormenta Elementary School was the main mechanism that drove the restructuring process in both settings. The findings may assist universities in realizing their crucial roles as catalysts for change and as learners in and with the community.

PERSPECTIVES OF PLAY AMONG BILINGUAL STAKEHOLDERS IN PUBLIC SCHOOLSLOS PADRES Y LOS MAESTROS

This manuscript presents findings regarding teachers’ and parents’ beliefs about play in bilingual early childhood classrooms. The participants of this study included Mexican or Mexican American bilingual early childhood teachers from different parts of the state of Texas. Participants of the study also included Mexican or Mexican American parents who had children enrolled in bilingual early childhood classrooms in South Texas. Data were collected through a Likert-scale survey and interviews about play. Three functions of play that emerged from the interviews paralleled the three play constructs as derived by factor analysis.

Playful Dialogues of a Bilingual Child in Everyday Conversations: Foundations of Early Literacy

Many young children of Mexican heritage enter U.S. schools with knowledge of two language systems and emergent biliterate abilities. Bilingualism in young children may go unnoticed when instructional practices favor English. This case study describes how Lucía’s bilingualism and emergent biliteracy parallel competencies essential to literacy development. The language samples highlight the influence of adult-mediation interactions in everyday conversations as well as during playful dialogues, characterized by the incorporation of fantasy and symbolic play. The findings show how adult-mediated dialogues challenged the young bilingual to engage her metacognitive and metalinguistic awareness when positioned to meet communicative goals and to solve conceptual conflicts, both verbal and written. These opportunities guided the young child to also critically think about language and to expand her notions about literacy. We draw implications about how educators can leverage these metacognitive and metalinguistic competencies as educational resources.

Evaluating Mexican American Children's Social Language Interactions During Sociodramatic Play

This article focuses on partial findings of a microethnographlc study that examined the language functions and cultural traits of Mexican American children during sociodramatic play In a two way bilingual preschool classroom. Analysis of the data exhibited varied recurring themes including the development and practice of social skills. Data were collected in a two way bilingual (Spanish and English) prekindergarten classroom four days a week for 8 weeks during the morning session of the preschool program. The principal sources of data included videotaped observations, written field notes, a field diary, and informal interviews with the childrens parents. The findings showed that children learn how to use social language by having the opportunity to practice it freely but with guidance. Suggestions on how to evaluate childrens social language are also provided.

Validation of the Early Childhood Ecology Scale-Revised: A Reflective Tool for Teacher Candidates

Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. Using cultural responsivity and classroom management theories as the theoretical framework, the authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions. Evidence for reliability and validity was established. Factor analysis supported the five proposed dimensions, with the identification of an additional dimension: sociocomfort.