Multilingual Childhoods of Refugee Children in Icelandic Preschools: Educational Practices and Partnerships with Parents

Autor/in	Ragnarsdóttir, Hanna
Titel	Multilingual Childhoods of Refugee Children in Icelandic Preschools: Educational Practices and Partnerships with Parents
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 3, S.410-423 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1928719
Schlagwörter	Foreign Countries; Refugees; Preschool Education; Preschool Children; Preschool Teachers; Barriers; Parent Influence; Language Usage; Parent School Relationship; Parent Attitudes; Teacher Attitudes; Educational Practices; Semitic Languages; Student Adjustment; Illiteracy; Acculturation; Student Needs; Family Needs; Second Language Learning; Iceland; Syria + Suchen Sie Ihr Suchwort? Ausland; Flüchtling; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Sprachgebrauch; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternverhalten; Lehrerverhalten; Bildungspraxis; Arabisch; Hebräisch; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Analphabetismus; Akkulturation; Zweitsprachenerwerb; Island; Syrien
Abstract	Many refugee families face challenges in their new educational environments. This qualitative research study aims to explore the experiences of six Syrian refugee families who arrived in Iceland from Lebanon in 2016 and settled in three municipalities (Stjórnarráð Íslands 2019) and their children in their preschool settings; and to explore the experiences of staff in their preschools. The theoretical framework of the study includes critical approaches to education (May and Sleeter 2010) and multilingual education for social justice (Cummins 2004). The findings indicate that while most of the children are doing well in the preschools according to the teachers and parents, many challenges have appeared, including the illiteracy of some of the parents as well as differences in values, languages and expectations between the schools and the parents. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01