A conversation between parent and child that takes place in writing. One person writes in it one day, asking questions or making observations, and then passes the journal to his partner. The partner writes in the same journal the following day, replying to the questions and comments, and then adding questions, comments, or observations for the first writer. The parents’ writing becomes a model for the child. The child can emulate the parents’ writing.
Published in Chapter:
Fostering Successful Communities of Collaboration Through Educational Partnerships: Strengthening Bilingual Learners' Language and Literacy Achievement Along the Texas-Mexican Border
Isela Almaguer (The University of Texas Rio Grande Valley, USA)
Copyright: © 2021
|Pages: 18
DOI: 10.4018/978-1-7998-4712-0.ch007
Abstract
There is an undisputable need to form collaborative partnerships between schools, families, homes, and communities across the nation. Collaborative educational partnerships are the cornerstone for student success. With increasingly diverse student populations, schools must communicate and collaborate with families and communities to bridge the wide gap that exists between home and school. With a dominant Spanish-speaking population of Mexican descent, as that of children living in the Southern tip of the Texas-Mexican border, known as The Rio Grande Valley, barriers such as low social economic status and limited English proficiency may impede much-needed communication between schools, homes, and communities. These barriers that negatively impede student success must be replaced with strong bridges that support student achievement. Recommendations are anchored in opportunities to increase academic and social partnerships among schools, families, homes, and communities. The premise for establishing educational partnerships is ultimately student achievement and success.