"It's Difficult Because of the Language": A Case Study of the Families Promoting Success Program in the Los Angeles Unified School District (Linguistically Diverse Students & Their Families) (Case Study‪)‬

The social nature of language learning and development has been widely acknowledged, as has the importance of family relationships in language learning processes (Gumperz, 1982; Norton, 2000; Pavlenko, 2001). Unintended consequences result when public policies reshape any single component of the continuum of social experiences that are causatively related to language development. The 1998 passage of California's Proposition 227, which effectively eliminated bilingual education, affected not only students but their English language learning family members as well. Post-Proposition 227 schools must decide how they may use language in parent outreach and education efforts. The role that the first language plays in the literacy development of English language learners (ELLs) and their families is irrefutable (August & Shannahan, 2006; Cummins, 1986; Durgunoglu, 2002; Echevarria & Short, 2005; Gandara, 2005; Garcia & Beltran, 2005; Krashen, 1981). Advocates of family literacy programs have recognized the importance of integrating the first language and culture of both parents and students who speak English as a second language (Moll et al, 1992; Perez & Torres-Guzman, 1992; Valdes, 2001).