Spanish-Language Narration and Literacy: Culture, Cognition, and Emotion

Cover......Page 1
Half-title......Page 3
Title......Page 5
Copyright......Page 6
Contents......Page 7
List of contributors......Page 9
Audience: for whom is this book written?......Page 15
Acknowledgments......Page 17
1 Introduction......Page 19
References......Page 20
Part One PARENT-CHILD NARRATIVES......Page 21
References......Page 22
Abstract......Page 24
Introduction......Page 25
Sociocultural View of Narrative Development......Page 26
Cultural Variations in Maternal Narrative Scaffolding......Page 27
Latino Mother–Child Narratives......Page 29
Summary and Research Questions......Page 32
Participants......Page 33
Transcription, Segmentation, and Coding of Interactions......Page 34
Book-Sharing Styles......Page 35
Cultural Comparisons in Narrative Styles......Page 42
Discussion......Page 43
Conclusion......Page 46
References......Page 47
Introduction......Page 52
Can Infants Participate in Early Conversations?......Page 53
The study......Page 54
Coding of Mother–Infant Communicative Behaviors......Page 55
Maternal Facial Expression and Vocalizations......Page 58
Frequency of Vocalizations......Page 59
Within-Group Differences: Maternal Education......Page 60
Bathing Ritual......Page 61
Feeding Ritual......Page 63
Discussion and implications......Page 65
Acknowledgments......Page 67
References......Page 68
Abstract......Page 72
Introduction......Page 73
Goals of the Chapter......Page 74
Children’s Narratives......Page 75
Cultural Lessons......Page 76
Parents’ Role in Children’s Narratives......Page 77
Participants......Page 79
Procedure......Page 80
Lesson #1: The Importance of Family......Page 81
Lesson #2: Messages About Gender Roles......Page 89
Lesson #3: Educational Achievements and Academic Success in Latino Families......Page 95
The Importance of Family......Page 99
Messages About Gender Roles......Page 100
Educational achievements in latino families......Page 101
Conclusion......Page 102
References......Page 103
Abstract......Page 110
Introduction......Page 111
Sociocognitive functions of narrative evaluation......Page 112
Sources of Variations in Narrative Evaluation......Page 115
Participants......Page 117
Procedure......Page 118
Transcription and Coding......Page 119
Discourse Features......Page 120
Number and Types of Internal-State References......Page 121
Gender and age differences......Page 126
Discussion......Page 128
References......Page 131
Introduction......Page 137
Emotion and Gender in Narratives......Page 138
Diminutives and Emotion......Page 139
Setting and Participants......Page 142
Procedures......Page 143
Diminutive Coding......Page 144
How Are Diminutives Used by Mothers of Boys and Mothers of Girls?......Page 146
How Are Diminutives Used to Highlight Emotions?......Page 150
Discussion and conclusion......Page 154
References......Page 157
Part Two DEVELOPING INDEPENDENT NARRATION......Page 161
References......Page 163
Introduction......Page 164
Cultural Community Participation and Language Practices......Page 166
Narrative Development in Latino Families......Page 168
Procedures......Page 169
Articulated Language Practices......Page 170
Basic Language Characteristics......Page 171
Narrative Elements Provided by Child and Adult......Page 172
Language Used in Narratives......Page 174
36 Months: Mother Demonstrates......Page 175
54 Months: Mother Scaffolds......Page 176
78 Months: Child Demonstrates Narrative Independence......Page 177
Narrative Features Provided by Child......Page 179
Adult Scaffolding Strategies......Page 180
Enacted Language Practices......Page 181
Articulated Language Practices......Page 182
Language Practices and Narrative Elements......Page 184
Normative Narrative Development......Page 185
Narrative Development Related to Variations in Language Practices......Page 187
Conclusions......Page 188
References......Page 189
Abstract......Page 193
Narrative Development and Sequentiality......Page 194
Sociocultural Context......Page 197
Participants and Procedures......Page 198
Defining a Narrative......Page 199
Analytical Instruments......Page 200
Temporal Representation......Page 202
Partial Departures......Page 203
Full Departures......Page 204
Scope: Narrativization of One Versus Multiple Experiences......Page 205
Understanding the results......Page 206
Andean Spanish Narratives: Beyond Chronicity......Page 207
Narratives with Analeptic Evaluation......Page 208
Midwestern english narratives: chronicity as the goal......Page 214
Narrative With Multianecdotal Evaluation......Page 217
General discussion and conclusion......Page 218
Acknowledgments......Page 221
References......Page 227
Introduction......Page 231
Conceptual framework......Page 233
Evaluative language and narrative stance......Page 234
Participants......Page 235
Procedures......Page 236
Use of Evaluative Language in Narrative Perspective Building......Page 238
Narrative voice and narrative genre......Page 240
Combining Voices: Representing Speech in Narratives......Page 243
Voices in fictional and personal narratives......Page 246
Conclusions......Page 251
References......Page 252
Introduction......Page 255
The Communities......Page 258
The Brunka (Boruca Territory)......Page 259
The Bribri (Shiroles Community)......Page 260
Los Afro-Caribenos (Town of Cahuita)......Page 261
Language Loss......Page 262
Procedure......Page 265
Dominican Republic......Page 266
Highpoint Analysis......Page 267
Story Grammar Analysis......Page 268
Narrative 1......Page 269
Narrative 2......Page 270
Narrative 3......Page 271
Narrative 4......Page 272
Narrative structure: results of highpoint analysis......Page 273
Narrative Structure: Results of Story Grammar Analysis......Page 276
Narrative 6......Page 277
General discussion......Page 278
Implications for Assessment of Latino Children’s Narration......Page 279
Implications for Narrative Intervention With Latino Children......Page 280
Acknowledgments......Page 282
References......Page 283
Part Three NARRATIVE LINKS TO LITERACY AND OTHER SCHOOL ACHIEVEMENTS......Page 289
Introduction......Page 291
Talk in latino families......Page 294
The study......Page 296
Parent use of elaboration in talk about the past......Page 297
Children tell personal stories of their own......Page 298
Links between parent…child reminiscing and children's storytelling......Page 299
Miguel and His Mother Recall Making Cookies......Page 301
Implications for language and literacy in the preschool classroom......Page 308
Appendix: coding scheme for elaborativeness in parental conversational style......Page 310
References......Page 311
Abstract......Page 314
Introduction......Page 315
The Current Context of U.S. Bilingual Schooling......Page 316
Development of Spanish-English Bilingual Narration......Page 318
Broadening the Definition of Successful Bilingual Education......Page 320
Adding Depth to the Definition of Successful Bilingual Education......Page 321
Procedures......Page 323
Spanish-Language and English-Language Narrative Abilities......Page 326
Academic Abilities of the Three Spanish Narrative-Ability Groups......Page 332
Spanish Narrative High-Ability Group......Page 334
Spanish Narrative Medium-Ability Group......Page 337
Spanish Narrative Low-Ability Group......Page 338
General Discussion......Page 339
Conclusion......Page 341
References......Page 344
Abstract......Page 350
Introduction......Page 351
The importance of sociocultural perspectives on discourse and learning......Page 352
The role of narrative in children's experience of schooling......Page 356
A challenge to literacy educators and researchers......Page 362
References......Page 365
Author index......Page 369
Subject index......Page 379