Activity-SettingAnalysis Of Family Literacy Para-Phrasing
Activity-SettingAnalyses Of Family Literacy Para-Phrasing
Thearticle Activity-Setting Analyses of Family Literacy starts bystating that both children and adults can participate in familyparaphrasing literary practices. However, the majority of those whoare engaged in this literary activity are the adults as opposed tothe children. Many of those selected to participate in the literaryactivity are the oldest children in a family. However, it depends onthe child’s interest in participating in paraphrasing. The act ofparaphrasing gets influenced by cultural values (Orellana, Reynolds,Dorner, & Meza, 2003). In as much as the cultural valuessignificantly affect this practice, the ability of the individualmatter more. The article has presented two compelling cases which canshed more light on some of the issues in the article concerning theparaphrasing literary activity.
Thefirst example concerns Adriana who is a 14-year-old girl from Mexico.In as much as she is well informed in the English language, herparents depend on her on any issue surrounding the translation andparaphrasing of the English language. Adriana is then given a task byher mother to translate a special jury summon. It is here that we seea case where the oldest child gets tasked with the responsibility ofguiding the interpretation of the mail for her parents. It is thenthat Adriana comes to the conclusion that the jury summons does notapply to her case.
Thesecond instance is that of Miguel. Miguel is a boy who is 11 years ofage. Neither his mother nor his father speaks English (Orellana,Reynolds, Dorner, & Meza, 2003). Their family had immigrated toChicago from Mexico. In the article, Miguel is tasked with theresponsibility of translating a particular letter. In as much asMiguel tries to establish meaning to his mother, his mother followsher line of thinking while interpreting the message.
Orellana,M. F., Reynolds, J., Dorner, L., & Meza, M. (2003). In otherwords: Translating or “Para‐phrasing”as a family literacy practice in immigrant households. Readingresearch quarterly, 38(1),12-34.