Family Literacy Environment and Teacher Training: A Study at Universidad Nacional
DOI:
https://doi.org/10.15359/ree.29-1.18508Keywords:
Literacy environment, family context, literacy practices, literacies, initial teacher training, SDG 4, Quality Education, literacy acquisition, learning environmentsAbstract
Introduction: This article presents the results of a study focused on the construct of the literacy environment, understood in this research as the physical and social family space in which students and their family participate. The paper also establishes the interaction with resources and daily activities, which are considered as learning enhancers for the comprehension and promotion of socio-cultural literacy practices, developed from a literacy-based approach. Objective. The study aimed to explore the literacy environment in the homes of university students from the Division of Basic Education (DEB) and recognize its impact on initial teacher training processes. Methodology. The study followed a descriptive-exploratory design, aiming to describe the reality of students’ home environments as they are. A total of 102 university students from the DEB participated in the study. This mixed-method research administered a structured questionnaire consisting of five areas: general and contextual data of the student and their family unit, physical household infrastructure, available resources, family activities related to literacy, and open-ended questions. Analysis and Discussion. The results indicate that the student population values the family literacy environment as a space that enhances learning and promotes reading and writing. The use of social media within the family environment stands out, as it fosters constant, assertive, and spontaneous communication. However, no significant influence of this environment on initial teacher training was observed. Conclusions. Although participants’ homes generally have adequate material conditions, they are not always optimal. The study highlights the need to incorporate pedagogical strategies at the university level to strengthen the promotion of reading and writing practices in the family environment, aiming to compensate for inequalities and foster literacy-friendly environments both within and beyond the university context.
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Copyright (c) 2025 Isabel Badilla-Zamora, Ana María Hernández-Segura, Sylvia Segura-Esquivel, María Gabriela Solís-Sánchez
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