Contributions of Families' Linguistic, Social, and Cultural Capital to Minority-Language Children's Literacy: Parents', Teachers', and Principals' Perspectives
Année :
2007
Auteur(s) et collaborateur(s) :
Volume et numéro :
, 63 (4)
Revue :
, The Canadian Modern Language Review/La Revue canadienne des langues vivantes
Pages :
, 517-538
Résumé
The voices of 21 immigrant parents, 12 teachers, & 10 principals are heard in this discussion of assumptions regarding minority-language parents' linguistic, social, & cultural capital in supporting their children's literacy development. Interview data show that parents & educators recognize the contributions of children's first language (L1) & their culture to their English literacy learning. Participating minority-language parents provided reading materials in their L1 for their children to read & enrolled their children in heritage language schools. Participating teachers & principals used dual-language books & encouraged minority-language parents to read & write to their children in their L1. They showed interest in linguistic diversity & changed practices & school structures to accommodate the cultures, languages, customs, & values of immigrant families. Tables, References. Adapted from the source document.
Thème :
ÉducationLinguistiqueLittératie
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