317
Views
3
CrossRef citations to date
0
Altmetric
Original Articles

Maternal reports of home literacy experiences in multilingual Mauritius: a case study of pre-schoolers

Pages 1615-1635 | Received 03 Nov 2013, Accepted 28 Nov 2013, Published online: 08 Jan 2014

References

  • Anbar, A. (1986). Reading acquisition of preschool children without systematic instruction. Early Childhood Research Quarterly, 1, 69–83. doi: 10.1016/0885-2006(86)90007-4
  • Aram, D., & Biron, S. (2004). Joint storybook reading and joint writing interventions among low SES preschoolers: Differential contributions to early literacy. Early Childhood Research Quarterly, 19, 588–610. doi: 10.1016/j.ecresq.2004.10.003
  • Aram, D., & Levin, I. (2001). Mother-child joint writing in low SES sociocultural factors, maternal mediation, and emergent literacy. Cognitive Development, 16, 831–852. doi: 10.1016/S0885-2014(01)00067-3
  • Arua, A. E., & Arua, C. E. (2011). The reading behaviour of junior secondary students during school holidays in Botswana. Journal of Adolescent and Adult Literacy, 54(8), 589–599. doi: 10.1598/JAAL.54.8.4
  • Atchia-Emmerich, B. (2005). La situation linguistique à l'ile maurice. Les développements récents à la lumière d'une enquête empirique (Inaugural-Dissertation in der Philosophischen Fakultät 11 der Friedrich-Alexander). Universitat Erlangen-Nurnberg.
  • Auleear Owodally, A. M. (2008). Building bridges to primary education in Mauritius? Emergent literacy experiences in a foreign language context: A case study of preschool children (Unpublished doctoral thesis). University of Cape Town, South Africa.
  • Auleear Owodally, A. M. (2010). From home to school: Bridging the language gap in Mauritian preschools. Language, Culture and Curriculum, 23(1), 15–33. doi: 10.1080/07908310903414358
  • Auleear Owodally, A. M. (2012). Juggling languages: A case study of preschool teachers’ language choices and practices in Mauritius. International Journal of Multilingualism, 9(3), 235–256. doi: 10.1080/14790718.2011.620108
  • Auleear Owodally, A. M. (2013a). Exposing preschoolers to the printed word: A case study of preschool teachers in Mauritius. Journal of Early Childhood Literacy, 13(1), 52–97. doi: 10.1177/1468798411429933
  • Auleear Owodally, A. M. (2013b). Receptive English vocabulary in a foreign language context: A case study of preschoolers in Mauritius. Journal of Early Childhood Literacy. doi:10.1177/1468798413478260
  • Aunola, K., Nurmi, J.-E., Niemi, P., Lerkkanen, M.-K., & Rasku-Puttonen, H. (2002). Developmental dynamics of achievement strategies, reading performance, and parental beliefs. Reading Research Quarterly, 37(3), 310–327. doi: 10.1598/RRQ.37.3.3
  • Baker, L., Sonnenschein, S., Serpell, R., Fernandez-Fein, S., & Scher, D. (1994). Contexts of emergent literacy: Everyday home experiences of urban prekindergarten children. (Research report). Athens, GA: National Reading Research Center, University of Georgia and University of Maryland.
  • Barton, D. (2001). Directions for literacy research: Analysing language and social practices in a textually mediated world. Language and Education, 15(2&3), 92–104. doi: 10.1080/09500780108666803
  • Barton, D., & Hamilton, M. (1998). Local literacies: Reading and writing in context (pp. 7–15). London: Routledge.
  • Bloch, C. (2000). Young children's literacy learning in multilingual contexts, with special reference to South Africa. In R. Trewby, & S. Fitchat (Eds.), Language and development in Southern Africa. Making the Right Choice (pp. 189–202). Conference proceedings, National Institute for Educational development, Okahandya, Namibia, 11–13 April. Windhoek: Gamsberg MacMillan.
  • Bloch, C. (2002). A case study of Xhosa and English biliteracy in the foundation phase versus English as a ‘Medium of Destruction’. Perspectives in Education, 20(1), 65–78.
  • Bowey, J. A. (1995). Socioeconomic status differences in preschool phonological sensitivity and first grade reading achievement. Journal of Educational Psychology, 87, 476–487. doi: 10.1037/0022-0663.87.3.476
  • Britto, R. R., & Brooks-Gunn, J. (2001). Beyond shared book reading: Dimensions of home literacy and low-income African American preschoolers’ skills. New Directions for Child and Adolescent Development, 92, 73–90. doi: 10.1002/cd.16
  • Burgess, S. R., Hecht, S. A., & Lonigan, C. J. (2002). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408–426. doi: 10.1598/RRQ.37.4.4
  • Central Statistics Office, Mauritius. (2000). Population and housing census. Retrieved from http://www.gov.mu/portal/sites/ncb/cso/report
  • Central Statistics Office, Mauritius. (2011). Population and housing census. Retrieved from http://www.gov.mu/portal/goc/cso/ei977/toc.htm
  • Chilisa, B., & Preece, J. (2005). Research methods for adult educators in Africa. Cape, South Africa: CTP Book Printers.
  • Clements, M. A., Reynolds, A. J., & Hickey, E. (2004). Site-level predictors of children's school and social competence in the Chicago child-parent centers. Early Childhood Research Quarterly, 19, 273–296. doi: 10.1016/j.ecresq.2004.04.005
  • Dickinson, D. K., & Snow, C. E. (1987). Interrelationships among prereading and oral-language skills in kindergarteners from two social classes. Early Childhood Research Quarterly, 2, 1–25. doi: 10.1016/0885-2006(87)90010-X
  • Dickinson, D. K., & de Temple, J. (1998). Putting parents in the picture: Maternal reports of preschoolers’ literacy as a predictor of early reading. Early Childhood Research Quarterly, 13(2), 241–261. doi: 10.1016/S0885-2006(99)80037-4
  • Dlamini, V. T. (2003). Cultivating a reading culture in a high school in Swaziland. In E. A. Arua (Ed.), Reading for all in Africa. Building communities where literacy thrives (pp. 30–32). Newark, DE: International Reading Association.
  • Edwards, R., & Mauthner, M. (2002). Ethics and feminist research. In M. Mauthner, M. Birch, J. Jessop, & T. Miller (Eds.), Ethics in qualitative research (pp. 14–31). Thousand Oaks, CA: Sage.
  • Farver, J. O. M., Xu, Y., Eppe, S., & Lonigan, C. J. (2006). Home environments and young Latino children's school readiness. Early Childhood Research Quarterly, 21, 196–212. doi: 10.1016/j.ecresq.2006.04.008
  • Foot, H., Howe, C., Cheyne, B., Terras, M., & Rattray, C. (2000). Pre-school education: Parents’ preferences, knowledge and expectations. International Journal of Early Years Education, 8(3), 189–204. doi: 10.1080/09669760050156730
  • Foster, M. A., Lambert, R., Abbott-Shim, M., McCarthy, F., & Franze, S. (2005). A model of home learning environment and social risk factors in relation to children's emergent literacy and social outcomes. Early Childhood Research Quarterly, 20, 13–36. doi: 10.1016/j.ecresq.2005.01.006
  • Freire, P., & Makedo, D. (1987). Literacy: Reading the word and the world. South Hadley, MA: Bergin-Garvey.
  • Gee, J. P. (2012). Social linguistics and literacies: Ideology in discourses (4th ed.). London: Routledge.
  • Goldenberg, C., Reese, L., & Gallimore, R. (1992). Effects of literacy materials from school on Latino children's home experiences and early reading achievement. American Journal of Education, 100(4), 497–536. doi: 10.1086/444026
  • Gonzalez, J. E., Taylor, A. B., McCormick, A. S., Villareal, V., Kim, M., Perez, E., … Haynes, R. (2011). Exploring the underlying factor structure of the home literacy environment (HLE) in the English and Spanish versions of the Familia Inventory: A cautionary tale. Early Childhood Research Quarterly, 26, 475–483. doi: 10.1016/j.ecresq.2010.12.001
  • Gregory, E., & Williams, A. (2003). Investigating family literacy histories and children's reading practices in London's East End. In S. Goodman, T. Lillis, J. Meybin, & N. Mercer (Eds.), Language, literacy and education: A reader (pp. 103–121). Stroke-on-Trent: Open University.
  • Hakuta, K. (2001). A critical period for second language acquisition? In D. B. Bailey, J. T. Bruer, F. J. Symons, & J. W. Lichtman (Eds.), Critical thinking about critical periods (pp. 193–209). Baltimore: Pauk H. Brookes Publishing.
  • Harper, S., Platt, A., & Pelletier, J. (2011). Unique effects of a family literacy programme on the early reading development of English language learners. Early Education and Development, 22(6), 989–1008. doi: 10.1080/10409289.2011.590778
  • Heath, S. B. (1983). Ways with words: Language, life and communities and classrooms. Cambridge: Cambridge University Press.
  • Husain, F. M., Choo, J. C. S., & Singh, A. K. M. (2011). Malaysian mother's beliefs in developing emergent literacy through reading. Procedia, 29, 846–855.
  • de Jong, P. F., & Leseman, P. M. (2001). Lasting effects of home literacy on reading achievement in school. Journal of School Psychology, 39(5), 389–414. doi: 10.1016/S0022-4405(01)00080-2
  • Korat, O., Bachar, E., & Snapir, M. (2003). Functional-social and cognitive aspects in emergent literacy: Relations to SES and to reading-writing acquisition in first grade. Megamoth, 42, 195–218 [Hebrew].
  • Kraft, B. L., Findlay, P., Major, J., Gilberts, G., & Hofmeister, A. (2001). The association between a home reading program and young children's early literacy skills. Journal of Direct Instruction, 1, 117–136.
  • Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32(1), 3–19. doi: 10.1016/j.system.2003.04.002
  • Lareau, A. (2003). Unequal childhoods: Class, race, and family life. Berkeley: University of California Press.
  • Levin, I., Patel, S., Margalit, T., & Barad, N. (2002). Letter names: Effects on letter saying, spelling and word recognition on Hebrew. Applied Psycholinguistics, 23, 269–300. doi: 10.1017/S0142716402002060
  • Levin, I., Ravid, D., & Rapaport, S. (2001). Morphology and spelling among Hebrew-speaking children: From kindergarten to first grade. Journal of Child Language, 28, 741–772. doi: 10.1017/S0305000901004834
  • Luke, A., & Baynham, M. (2004). Theme issues: Ethnographies of literacy. Language and Education, 18(4), 285–345. doi: 10.1080/09500780408666886
  • Manolitsis, G. Georgiou, G. K., & Tziraki, N. (2013). Examining the effects of home literacy and numeracy environment on early reading and math acquisition. Early Childhood Research Quarterly, 28, 692–703. doi: 10.1016/j.ecresq.2013.05.004
  • Marsh, J. (2003). One-way traffic? Connections between literacy practices at home and in the nursery. British Educational Research Journal, 29(3), 369–382. doi: 10.1080/01411920301857
  • Mauritius Examination Syndicate. (1996). Monitoring education for all goals. Focusing on learning achievement. A survey of 9 year old children in Mauritian schools in literacy, numeracy and life skills. A joint UNESCO/UNICEF project.
  • Mbae, J. G. (2002). Kenya: A reading nation? Wajibu, 19. Retrieved from http://africa.peacelink.org/wajibu/articles/art_4487.html
  • McCormick, C. E., & Mason, J. M. (1986). Intervention procedures for increasing preschool children's interest in knowledge about reading. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 90–115). Norwood, NJ: Ablex.
  • Ministry of Education and Scientific Research/Mauritius Institute of Education/UNICEF. (2003). Early childhood education. Pre-school programme guidelines 3–5 years. Mauritius.
  • Molosiwa, A. A. (2007). Literacy instruction in an examination oriented environment: Perceptions of secondary school teachers in Botswana (Unpublished doctoral dissertation). Michigan State University, East Lansing.
  • Ngwaru, J. M., & Opoku-Amankwa, K. (2010). Home and school literacy practices: Listening to inner voices. Language and Education, 24(4), 295–307. doi: 10.1080/09500781003678985
  • Niklas, F., & Schneider, W. (2013). Home literacy environment and the beginning of reading and spelling. Contemporary Educational Psychology, 38, 40–50. doi: 10.1016/j.cedpsych.2012.10.001
  • Opie, C. (2004). Research approaches. In C. Opie (Ed.), Doing education research: A guide to first time researchers (pp. 73–94). Thousand Oaks, CA: Sage.
  • Pahl, K., & Roswell, J. (2005). Literacy and education, understanding the new literacy studies in the Classroom. London: Paul Chapman Publishing.
  • Phillips, B. M., & Lonigan, C. J. (2009). Variations in the home literacy environment of preschool children: A cluster analytic approach. Scientific Studies of Reading, 13(2), 146–174. doi: 10.1080/10888430902769533
  • Prinsloo, M., & Breier, M. (Eds.) (1996). The social uses of literacy. Amsterdam: John Benjamins.
  • Purves, A., & Elley, W. (1994). The role of the home and students’ differences in reading performance. In W. Elley (Ed.), The IEA study of reading literacy: Achievement and instruction in thirty-two school systems (pp. 89–121). Oxford: Pergamon.
  • Raikes, H., Pan, B. A., Luze, G., Tamis-Le Monda, C. S., Brooks-Gunn, J., … Constantine, J. (2006). Mother-child book reading in low-income families: Correlates and outcomes during the first three years of life. Child Development, 70, 92–106.
  • Ramirez, D. Yuen, S., Ramey, D., & Pasta, D. (1991). Final report: Longitudinal study of structured English immersion strategy, early-exit and late-exit bilingual education programs for language minority students (vol. 1). San Mateo, CA: Aguirre International.
  • Rao, N., Koong, M., Kwong, M., & Wong, M. (2003). Predictors of preschool process quality in a Chinese context. Early Childhood Research Quarterly, 18, 331–356. doi: 10.1016/S0885-2006(03)00043-7
  • Rodriguez, E. T., Tamis-LeMonda, C. S., Spellmann, M. E., Pan, B. A., Raikes, H., Lugo-Gil, J., & Luze, G. (2009). The formative role of home literacy experiences across the first three years of life in children from low-income families. Journal of Applied Developmental Psychology, 30(6), 677–694. doi: 10.1016/j.appdev.2009.01.003
  • Rowe, M. L., Pan, B. A., & Ayoub, C. (2005). Predictors of variation in maternal talk to children: A longitudinal study of low-income families. Parenting: Science and Practice, 5, 259–283. doi: 10.1207/s15327922par0503_3
  • Sénéchal, M., LeFèvre, J., Thomas, E. M., & Daley, K. E. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 33, 96–116. doi: 10.1598/RRQ.33.1.5
  • Shy, R. W. (2001). In-person versus telephone interviews. In J. F. Gubrium & J. A. Holstein (Eds.), Handbook of interview research (pp. 537–555). Thousand Oaks, CA: Sage.
  • Singleton, D. (2005). The critical period hypothesis: A coat of many colours. International Review of Applied Linguistics in Language Teaching, 43(4), 269–285. doi: 10.1515/iral.2005.43.4.269
  • Sonnenschein, S., Bakerm, L., Serpell, R., Scher, D., Goddard-Truitt, V., & Munsterman, K. (1997). Parental beliefs about ways to help children learn to read: The impact of an environment or a skills perspective.’ Early Child Development and Care, 127(8), 111–118. doi: 10.1080/0300443971270109
  • Sonnenschein, S., Brody, G., & Munsterman, K. (1996). The influence of family beliefs and practices on children's early reading development. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 3–20). Mahwah, NJ: Lawrence Erlbaum.
  • Stipek, J. D., & Byler, P. (1997). Early childhood education teachers: Do they practice what they preach? Early Childhood Research Quarterly, 12, 305–325. doi: 10.1016/S0885-2006(97)90005-3
  • Street, B. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press.
  • Street, B. (2000). Literacy events and literacy practices. In M. Martin-Jones & K. Jones (Eds.), Multilingual literacies (pp. 17–29). Amsterdam: John Benjamins.
  • Street, B. (2001). Introduction. In B. V. Street (Ed.), Literacy and development: Ethnographic perspectives (pp. 1–18). London: Routledge.
  • Street, B. (2003a). What's ‘new’ in new literacy studies? Critical approaches to literacy in theory and practice. Retrieved from http://www.tc.columbia.edu/CICE/Archives/5.2/52street.pdf
  • Street, B. (2003b). The implications of the ‘New Literacy Studies’ for literacy education. In S. Goodman, T. Lillis, J. Maybin & N. Mercer (Eds.), Language, literacy and education: A reader (pp. 77–88). Staffordshire, UK. Trentham Books in association with the Open University.
  • Street, B. (Ed.) (2005). Literacies across educational contexts: Mediating learning and teaching. Philadelphia, PA: Caslon.
  • Swalander, L., & Taube, K. (2007). Influences of family based pre-requisites, reading attitude, and self-regulation on reading ability. Contemporary Educational Psychology, 32(2), 206–230. doi: 10.1016/j.cedpsych.2006.01.002
  • Tirvassen, R. (2005). Les préalables à des propositions d'aménagement linguistique à l’école maternelle en milieu plurilingue. In F. Lallement, P. Martinez, & V. Spaeth (Eds.), Le Français dans le monde, français langage d'enseignement, vers une didicatique comparative (pp. 160–169). Janvier: Numéro Spécial 2005.
  • Trivette, C. M. (2004). Influence of home environment on the social-emotional development of young children. Bridges, 2(7), 1–15.
  • Walker-Dalhouse, D., & Dalhouse, A. D. (2009). When two elephants fight the grass suffers: Parents and teachers working together to support the literacy development of Sudanese youth. Teaching and Teacher Education, 25, 328–335. doi: 10.1016/j.tate.2008.07.014
  • Weigel, D. J., Martin, S. S., & Bennett, K. K. (2005). Ecological influences of the home and the child-care center on preschool-age children's literacy development. Reading Research Quarterly, 40(2), 204–233. doi: 10.1598/RRQ.40.2.4
  • Weigel, D. J., Martin, S. S., & Bennett, K. K. (2006). Mothers’ literacy beliefs: Connections with the home literacy environment and pre-school children's literacy development. Journal of Early Childhood Literacy, 6(2), 191–211. doi: 10.1177/1468798406066444

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.