Engaging in Literacy: Latino Families Speak Up

Abstract

Family engagement has long been evidenced to contribute to successful educational outcomes. In this qualitative study, we examined the language and literacy perspectives of Latino families of young children. A total of 17 participants who each represented a Latino family from a large urban city participated in focus group interviews. Interviews were analyzed using qualitative methodology. The major themes that emerged from the conversations related to how families define literacy, what literacy looks like in their home, the messages schools give families about literacy, and literacy activities parents would like for schools to promote.