The Forms, Functions and Values of Literacy: Reading for Survival in a Barrio as a Student

This paper presents the preliminary research findings of a project sponsored by the National Institute of Education. Twenty seven Hispanic youngsters ages 10 to 19, grades 5th to 12th, and bilingual in English and Spanish, living in the South Bay area of San Diego County, were observed and interviewed by graduate students especially trained in ethnographic methods. We used the theoretical perspective of studies on the ethnography of communication to gather and analyze the manifestations and usages of text in the home. The distribution of the various forms, functions and values of literacy is contrasted with other ethnographic information providing a more realistic view of the context of literacy in Mexican and Mexican American homes. Two crucial issues are discussed: (1) the qualitative differences in the use of same forms of literacy by different children, and (2) the role of children in dealing with literacy demands. In conclusion, the paper suggests the need to assist the minority learner play a more active role in the use of text in order to capitalize fully on his/her linguistic and cultural resources and thus improve his academic achievement.