Describes a culturally sensitive approach to family literacy in the United States that builds upon immigrants’ cultural heritage and the richness and complexity of lives to create a foundation for learning and communication. Chapters address: the theoretical underpinning of family literacy, which recognizes possible literacy deficits in both children and parents, as well as current research models and changing assumptions about literacy development; program design, including ways to support parents in promoting the school success of their children and techniques for fostering collaboration between schools and newcomer communities; distinguishing features of family literacy projects, illustrated by programs in California; successful strategies for school-family collaboration; the role of cultural brokers; the use of journal writing to promote writing in all learning situations; the role of language and literacy in multilingual families and the impact of immigration on literacy; guidelines for curriculum development; other case studies from around the U.S., including Florida, Texas, and New York City; and program evaluation on the part of both learner and educator as well as considerations for future programs.
