In this theoretical article, the author explores the perceptions that drive the development of family literacy programs aimed at preparing limitedEnglishproficiency (LEP) families for schools in the United States. Examining English language learning with regard to power dynamics within a society and culture, the article considers the spectrum of approaches to family literacy ranging from efficiencydriven deficit models to more holistic community and familycentered models. The author argues that a critical inquirybased approach to family literacy programs, based on Freirean principles of problem posing, can better serve LEP populations in their transitions into U.S. school systems. The article examines three inquirybased family literacy programs through the lens of a critical problemposing framework and ends with suggestions for program development and future research.
Home Environment and Language Practices
Family and Community Involvement