References
- Au, K., & Jordan, C. (1981). Teaching reading to Hawaiian Children: Finding a culturally appropriate solution. In H. Trueba, G. Guthrie, & K. Au (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 139–152). Newbury House.
- Ball, A. (2009). Toward a theory of generative change in culturally and linguistically complex classrooms. American Educational Research Journal, 46(1), 45–72. https://doi.org/10.3102/0002831208323277
- Baquedano-López, P., Alexander, R. A., & Hernandez, S. J. (2013). Equity issues in parental and community involvement in schools: What teacher educators need to know. Review of Educational Research, 37(1), 149–182. https://doi.org/10.3102/0091732X12459718
- Brice Heath, S. (1982). What no bedtime story means: Narrative skills at home and school. Language in Society, 11(1), 49–76. https://doi.org/10.1017/S0047404500009039
- Cervantes-Soon, C. G., Dorner, L., Palmer, D., Heiman, D., Schwerdtfeger, R., & Choi, J. (2017). Combating Inequalities in two-way language immersion programs: Toward critical consciousness in bilingual education spaces. Review of Research in Education, 41(1), 403–427. https://doi.org/10.3102/0091732X17690120
- Compton-Lilly, C. (2011). The complexities of reading capital in two Puerto Rican families. Reading Research Quarterly, 42(1), 72–98. https://doi.org/10.1598/RRQ.42.1.3
- Erickson, F. D., & Mohatt, G. (1982). Cultural organization of participation structures in two classrooms of Indian students. In G. D. Spinder (Ed.), Doing the ethnography of schooling: Educational anthropology in action (pp. 32–175). Rinehart & Winston.
- Esteban-Guitart, M. (2012). Toward a multimethodological approach to identification of funds of identity, small stories and master narratives. Narrative Inquiry, 22(1), 173–180. https://doi.org/10.1075/ni.22.1.12est
- Esteban-Guitart, M., & Moll, L. C. (2014). Funds of Identity: A new concept based on the Funds of Knowledge approach. Culture and Psychology, 20(1), 31–48. https://doi.org/10.1177/1354067X13515934
- Evans, M. P., & Radina, R. (2014). Great expectations? Critical discourse analysis of title I school-family compacts. School Community Journal, 24(2), 107–126. http://www.adi.org/journal/2014fw/EvansRadinaFall2014.pdf
- Every Student Succeeds Act, Pub. L. No. Public Law 114-95 (2015, December 10).
- García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
- Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
- Gay, G., & Kirkland, K. (2013). Developing cultural critical consciousness and self-reflection in preservice teacher education. Theory into Practice, 42(3), 181–187. https://doi.org/10.1207/s15430421tip4203_3
- Heath, S. B., & Street, B. V. (2008). On ethnography: Approaches to language and literacy research. Teachers College Press.
- Iddings, A. C. (2009). Bridging home and school literacy practices: Empowering families of recent immigrant children. Theory into Practice, 48(4), 304–311. https://doi.org/10.1080/00405840903192904
- Ladson-Billings, G. (2006). From the achievement gap to the education debt, understanding achievement in U.S. schools. Educational Researcher, 35(7), 3–12. https://doi.org/10.3102/0013189X035007003
- Leland, C., Lewison, M., & Harste, J. C. (2017). Teaching children’s literature: It’s critical! (2nd ed.). Routledge.
- Li, H., & Renn, J. (2018). Nurturing Spanish-speaking English learners to be bilinguals in the rural Midwest: Challenges and possible solutions. Indiana TESOL Journal, 16(1), 5–28. Retrieved from http://journals.iupui.edu/index.php/intesol/article/view/22617
- Louie, B., & Davis-Welton, K. (2012). Family literacy project: Bilingual Picture Books by English Learners. The Reading Teacher, 69(6), 597–606. https://doi.org/10.1002/trtr.1444
- Moll, L. C. (2014). Only life educates: Towards a community-oriented pedagogy [Paper presentation]. WIDA Annual Conference, Atlanta, GA.
- Moll, L. C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: using a qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132–141. https://doi.org/10.1080/00405849209543534
- Morita-Mullaney, T., Li, H., & Renn, J. (2019). Multiliteracies in rural schools: The “Revuelto y Mezclada”of home and community literacy practices of midwestern emergent bilingual families. The Rural Educator, 40(3), 35–48. Retrieved from https://journals.library.msstate.edu/index.php/ruraled/article/view/548/770
- Murillo, L. (2012). Learning from bilingual family literacies. Language Arts, 90(1), 18–29. http://www.jstor.org/stable/41804371
- New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
- No Child Left Behind, Pub. L. 107–110, 115 Stat. 1425 (2001).
- Ong, W. J. (1991). Orality and literacy: The technologizing of the word. Routledge.
- Parent and family engagement, Title I, Part A, Pub. L. No. 89-10 (2015).
- Reyes, M., & Halcón, J. J. (2001). The best for our children: Critical perspectives on literacy for Latino students. Teacher’s College Press.
- Stornaiuolo, A., Smith, A., & Phillips, N. C. (2017). Developing a transliteracies framework for a connected world. Journal of Literacy Research, 49(1), 68–91. https://doi.org/10.1177/1086296X16683419
- Teemant, A., Wink, J., & Tyra, S. (2011). Effects of coaching on teacher use of sociocultural instructional practices. Teaching and Teacher Education, 27(4), 683–693. https://doi.org/10.1016/j.tate.2010.11.006
- Zipin, L. (2009). Dark funds of knowledge, deep funds of pedagogy: Exploring boundaries between lifeworlds and schools. Discourse: Studies in the Cultural Politics of Education, 30(3), 317–331. https://doi.org/10.1080/01596300903037044