Arab World English Journal (AWEJ) Volume 8. Number 3.  September, 2017                                              Pp. 60 -75
DOI: https://dx.doi.org/10.24093/awej/vol8no3.5

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  Attachment Theory in Relation to Literacy/Reading Acquisition for Immigrants, Refugees, and the Disenfranchised 

Bernadette Hall-Cuarón
Department of Language, Literacy, and Sociocultural Studies
College of Education, The University of New Mexico
Albuquerque, NM, USA 

 

 

 

Abstract:
The increase in immigrant, refugee and disenfranchised children in education is growing exponentially, and therefore, causing a demand for understanding the reasons that marginalized children are struggling to succeed within the current educational system.  One response to this academic quandary is, as the research suggests, that attachment to the caregiver is a vital platform for all child development and learning Bowlby (1958).  Another proposition is that attachment theory premises can be used to identify if and how attachment to a parent impacts attachment to literature and literacy development, which directly affects academic achievement. The association between attachment to the caregiver and a child’s attachment to literature among Anglo-Germanic groups (Van Ijzendoorn, 1996) has been studied, and the results demonstrate a direct correlation between the rapport with the caregiver and literacy acquisition and reading readiness. The link between attachment and literacy/reading acquisition as a cognitive phenomenon has not yet been studied among children that comprise immigrant, refugee, and disenfranchised children, and therefore, is the hypothetical imperative for recommended research.
Keywords: attachment and literacy/reading-readiness theory, immigrants, refugees, second language literacy development

Cite as: Hall-Cuarón, B. (2017). Attachment Theory in Relation to Literacy/Reading Acquisition for Immigrants, Refugees, and the Disenfranchised.
Arab World English Journal, 8 (3).
DOI: https://dx.doi.org/10.24093/awej/vol8no3.5

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Bernadette Hall-Cuarón, A.A., B.A., M.A., is a third-year doctoral student at the University of
New Mexico in the Department of Language, Literacy, and Sociocultural Studies. Ms. Hall-Cuarón was raised and educated in the multi-cultural, multi-lingual state of New Mexico, in the
U.S.A. Global issues of immigrant, refugee and disenfranchised children in education inspire her
work and research. She is currently the principal of a 100% Title I, Bilingual, Student Teaching
Host Site, Elementary Community School.