Co-constructing home and school connections based on efl rural-urban students’ literacy practices and their community assets

Abstract

This qualitative exploratory and descriptive study aims to describe the home-school connection that is co-constructed as part of the process of valuing rural-urban students’ L1 and L2 literacy practices, and consequently to characterize the particular literacy practices of these students. This research was developed with five participant families who belong to fifth grade in a rural public school in Bogotá, in which the potentialities of the contexts and the funds of knowledge that students have in their home and community were not totally acknowledged and incorporated in the school dynamics. Bearing in mind this problematic, the pedagogical implementation was done through the development of tasks based on their community assets in order to incorporate that knowledge in the teaching and learning practices. As part of a qualitative research design, four instruments were used to gather the data (field notes, reflective journals, semi-structured interviews and artifacts) which were analysis using the grounded theory approach as a framework.