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What Linguistically Diverse Parents Know and How It Can Help Early Childhood Educators: A Case Study of a Dual Language Preschool Community

Authors :
Michael-Luna, Sara
Source :
Early Childhood Education Journal. Nov 2013 41(6):447-455.
Publication Year :
2013

Abstract

While the population of bilinguals and English learners continues to rise in our schools, teachers often feel frustrated with their lack of knowledge about best practices to support their multilingual students' language, socio-emotional and cognitive development. Teachers' frustration is compounded by the push for assessments in the early years. The aim of this 24-month ethnographic case study is to explore what information linguistically diverse families hold about their bilingual children's language development and use, and how this information can help teachers (1) understand formal and informal assessment data, and (2) create linguistically appropriate support for young bilinguals and their families. The research was drawn from an ethnographic case study of a dual language (Italian-English) preschool in a major metropolitan area. The private dual language preschool provided education for ages 2.8 years to 6 years of age. The families who participated in this study were primarily immigrants, bilingual and middle class.

Details

Language :
English
ISSN :
1082-3301
Volume :
41
Issue :
6
Database :
ERIC
Journal :
Early Childhood Education Journal
Publication Type :
Academic Journal
Accession number :
EJ1036264
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1007/s10643-013-0574-9