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Immigrant parents and teachers views on bilingual preschool language policy

Immigrant parents and teachers views on bilingual preschool language policy

 2013
 p. 22-43 English
Ngôn ngữFamily language ideology.Language ratio.Teachers’ language policy.Bilingual education.‘First Language First’ approach.
Tác giả TT Schwartz, Mila.
Nhan đề Immigrant parents and teachers views on bilingual preschool language policy / Mila Schwartz
Thông tin xuất bản 2013
Mô tả vật lý p. 22-43
Tóm tắt It has been found that parents, searching for external control of a supporting sociolin- guistic environment for LI and L2 development, can plan several relevant strategies and implement them as a part of their family language policy. The choice of bilingual education serves as an important link in the practical realization of family language ide¬ology. This paper aims to examine language policy and models in bilingual preschools from immigrant parents’ and bilingual teachers’ perspectives. The focus was on the fol¬lowing topics: (1) the parents’ views on the language policy of the bilingual preschool education, (2) the teachers’ reflections on their language policy and (3) the negotiation between parents’ and teachers’ views on bilingual preschool language policy. It was important to address both parents’ and teachers’ opinions in order to obtain a deeper understanding of parent-teacher interactions and negotiations of their views. The study was conducted in two bilingual Russian-Hebrew speaking preschools in Israel. I ap¬plied methodological triangulation with a combination of qualitative and quantitative research methods. The study revealed that questions regarding input in each language, ratio between LI and L2, and changes of this ratio in different age groups are central concerns for both the pedagogical staff and parents
Thuật ngữ chủ đề Ngôn ngữ-TVĐHHN.
Từ khóa tự do Family language ideology.
Từ khóa tự do Language ratio.
Từ khóa tự do Teachers’ language policy.
Từ khóa tự do Bilingual education.
Từ khóa tự do ‘First Language First’ approach.
Nguồn trích Language and education- 2013, Vol27, N.1
MARC
Hiển thị đầy đủ trường & trường con
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245[1 0] |a Immigrant parents and teachers views on bilingual preschool language policy / |c Mila Schwartz
260[ ] |c 2013
300[ ] |a p. 22-43
362[ 0] |a Vol. 26 (January 2013)
520[ ] |a It has been found that parents, searching for external control of a supporting sociolin- guistic environment for LI and L2 development, can plan several relevant strategies and implement them as a part of their family language policy. The choice of bilingual education serves as an important link in the practical realization of family language ide¬ology. This paper aims to examine language policy and models in bilingual preschools from immigrant parents’ and bilingual teachers’ perspectives. The focus was on the fol¬lowing topics: (1) the parents’ views on the language policy of the bilingual preschool education, (2) the teachers’ reflections on their language policy and (3) the negotiation between parents’ and teachers’ views on bilingual preschool language policy. It was important to address both parents’ and teachers’ opinions in order to obtain a deeper understanding of parent-teacher interactions and negotiations of their views. The study was conducted in two bilingual Russian-Hebrew speaking preschools in Israel. I ap¬plied methodological triangulation with a combination of qualitative and quantitative research methods. The study revealed that questions regarding input in each language, ratio between LI and L2, and changes of this ratio in different age groups are central concerns for both the pedagogical staff and parents
650[1 7] |a Ngôn ngữ |2 TVĐHHN.
653[ ] |a Family language ideology.
653[ ] |a Language ratio.
653[ ] |a Teachers’ language policy.
653[ 0] |a Bilingual education.
653[0 ] |a ‘First Language First’ approach.
773[ 0] |t Language and education |g 2013, Vol27, N.1
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