Family Literacy Programmes and Young Children's Language and Literacy Development: Paying Attention to Families' Home Language

Autor/inn/en	Anderson, Jim; Anderson, Ann; Sadiq, Assadullah
Titel	Family Literacy Programmes and Young Children's Language and Literacy Development: Paying Attention to Families' Home Language
Quelle	In: Early Child Development and Care, 187 (2017) 3-4, S.644-654 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1211119
Schlagwörter	Family Literacy; Young Children; Language Usage; Family Environment; Program Effectiveness; Bilingualism; Language Maintenance; Meta Analysis; Emergent Literacy; Immigrants; Literature Reviews + Suchen Sie Ihr Suchwort? Frühe Kindheit; Sprachgebrauch; Familienmilieu; Bilingualismus; Sprachpflege; Meta-analysis; Metaanalyse; Frühleseunterricht; Immigrant; Immigrantin; Immigranten
Abstract	In this article, we review the literature on the impact of family literacy programmes on young children's language and literacy learning. After defining family literacy, we present a brief historical overview of family literacy programmes, including persistent questions regarding their effectiveness with respect to young children's language and literacy learning and their propensity to promote the dominant language (e.g. English) while ignoring the benefits of bilingualism and of families' home language maintenance. Meta-analyses reveal that family literacy programmes have a positive effect on young children's language and learning development and studies of bilingual family literacy programmes indicate that they are effective in significantly increasing children's early literacy knowledge in the dominant or mainstream language and in promoting home language maintenance. This finding lends empirical support for bilingual family literacy programmes and the concept of additive bilingualism. We conclude by suggesting implications for practice and for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01