Poster #172 - Promoting Literacy Among Newly Arrived Refugee Preschoolers Through the Lens of Bronfenbrenner’s Bioecological Theory

• In Event: 3-206 - Poster Session 13
  In Poster Session: PS 13 Section - Race, Ethnicity, Culture, Context

Integrative Statement

Literacy is not only an integral aspect of formal schooling, but also an interactive social practice that embodies larger community and cultural values (Gee, 2008). Young children entering school with lower literacy abilities are at risk for reading difficulties and overall school failure (Morgan & Meier, 2008); this is especially true for refugee children from multilingual and multicultural backgrounds. It is therefore critical to investigate the ways in which their literacy development is supported within the different systems in which they operate. Using Bronfenbrenner’s Bioecological theory (Bronfenbrenner & Morris, 2006) as a lens to view literacy proximal processes between refugee children, their parents and teachers, this pilot study had two aims: 1) Identify and understand different contextual influences and the interactions within and between them on refugee children’s literacy development; 2) Work with refugee parents and the preschool teacher to promote literacy and develop effective strategies that are tailored to multilingual settings.
Participants were recruited from a nonprofit agency serving newly arrived refugees and included two program directors, the preschool teacher, and nine refugee mothers whose children attended the agency’s preschool. The study utilized the qualitative, community-based participatory methodology and data collected in two phases. Phase 1 included semi-structured interviews with the directors, the preschool teacher, and all participating mothers. In Phase 2, interactive reading strategies were modeled using bilingual and English books with the parents and the teacher during separate times. Focus groups with the parents and a second interview with the teacher were later held to discuss the effectiveness and uptake of the strategies. Interpreters aided with communication throughout the study and all interviews and discussions audio recorded and transcribed verbatim. Analyses were completed using Corbin and Strauss’ (2008) axial and open coding process in which data was independently coded and then compared to validate themes and findings.
Two major findings emerged from the study. First, for these families the complex systems and contexts within which they exist play a vital role in determining how they function in supporting their children’s literacy. Literacy proximal processes were impacted by: 1) Macrosystem influences including cultural differences and the attitudes held by their resettlement country; 2) Exosystem influences of the nonprofit agency and parents’ external responsibilities; 3) Mesosystem influences which are strained due to cultural and language barriers; 4) Microsystem influences within the home and school where literacy proximal processes occur, (See Figure 1). Second, both the mothers and teacher reported that the interactive reading strategies were effective in promoting children’s literacy. Mothers reported that the bilingual books allowed them and their children to engage in learning English while maintaining the use of their native language. The teacher expressed that, despite the existing language and communication challenges, using questioning strategies increased involvement and conversations during rea time.
This study not only provide insights to the contexts these families function within, but also informs culturally relevant practices to support refugee families in literacy development as they acculturate to a new language and culture.

Authors

• Rachel Boit, University of North Carolina, Greensboro
  Presenting Author

• Amanda C. Barnes, University of North Carolina at Greensboro
  Non-Presenting Author

• Dana Marie Conlin, University of North Carolina at Greensboro
  Non-Presenting Author

• Linda Hestenes, UNC Greensboro
  Non-Presenting Author