NEEDS ANALYSIS

Theoretical Support
Students’ Surveys Parents’ Surveys Inst. Sources
-Home and Community- -Vision of EFL
Classroom and School- Visions - Role in the children´s L2 - International and Local
- Curriculum-Syllabus
(L- L- C)- English Classes Studies
learning. (current-future) -Administrative Voices .
Lack of - Hours at the school L2 learning in rural schools (Impact in their learning
resources - Additional Aids process)
(Home- - Spaces (Wreikat et al., 2014; Tabish- Iqbal, 2015; Pretorius
School) and Currin, 2010; Lisanza, 2011)
Parents and L2 - Guide homework (Someone else support) Limited proficiency- parents’ involvement
- Don´t know the L2 or handle basic aspects of it. (Bullard, 2008)
Practice the - People and places to practice (83.78%) Difficulties to use L2 out of the school
language in - Confidence to communicate (77%) (Johnston, Partridge and Hughes, 2014)
and out of the - They like the activities related to skills, but they Communication Constrains/Tests
school do not recognize them as part of the S/W) (Lau and Habibah, 2011; Chop - Ler, 2010)
Rural Location - Incidence in access and learning Socio-cultural elements involved in the teaching of
- Places (Practice and Find L2) English. Little attention to rural schools
(Bonilla and Cruz-Arcila, 2014)
Curriculum - Notional-Functional Presence of different perspectives in the curriculum
and Syllabus - Search support/Changing Practices (Ada and Zubizarreta, 2001)

Self- Awareness - Willingness to help – Potentialities (community)

 STATEMENT OF THE PROBLEM
Rural- Urban Students’ experiences with multiple community assets need to be considered as valuable
sources into the L2 learning process. In that sense, literacy practices at home and in the school must
be valued and connected in order to show to the students, parents and the institution, that there are
multiple potentialities in the different contexts where students learn. I
It is necessary to validate and take into consideration those experiences and practices to nurture
students’ L1/L2 learning processes.

Community-based pedagogies are curriculum and practices that reflect knowledge and appreciation of the
communities in which schools are located and students and their families inhabit.. (Sharkey, 2012, p. 11)

“multiple worlds of children’s learning” (Gregory, 1997)
“…multiple/different cultural values and beliefs and
multiple contexts of socialization” (Li, 2007, p. 4)
Literacy is a social practice (Street, 2003; Gee, 2010)
“classroom teaching and curriculum have to engage with
students’ own experiences and discourses” (The New
London Group, 2000)
“…to understand the kind of language experiences”
(Quintero, 2006)
“…integrating family literacy practices to the literacy
activities students carry out at school” (Quintero, 2006)
“Parents do not necessarily need a high L2 proficiency to
support their children’s L2 learning” (Camelo & Castillo, 2013)
“…the family’s language can present obstacles as well as
opportunities for connections”. (Eggers-Piérola, 2005)
“ Children learn and become literate in many ways” (Volk
and Long, 2005)
 Home
Home and
and School
School EFL
EFL rural-urban
rural-urban students
students literacy
literacy practices
practices (Working
(Working Title)
Title) Enriching
Enriching practices
practices and
and co-constructing
co-constructing connections…
connections…

RESEARCH QUESTIONS RESEARCH OBJECTIVES

 
How is home and school connection co-constructed To describe home and school connection co-
by valuing urban-rural students’ L1 and L2 construction as part of the process of
literacy practices and developing tasks based on
their community assets?
How is home and school connection co-constructed while
developing L1 and L2 literacy practices based on the assets of a
rural-urban community?

How are EFL rural-urban students’ literacy practices at school

connected with home when using community asstes?
To identify the particular literacy practices of
What does the connection with home reveal rural-urban students through the connection
about the particular literacy practices of with home.
rural-urban students?
What do EFL rural-urban students reveal about their home
literacy practices?