"Biggest Thing Is Saying in English and Punjabi, Too": Working with Immigrant and Refugee Families and Communities in a Bilingual Family Literacy Program

Autor/inn/en	Anderson, Jim; Anderson, Ann
Titel	"Biggest Thing Is Saying in English and Punjabi, Too": Working with Immigrant and Refugee Families and Communities in a Bilingual Family Literacy Program
Quelle	In: Reading Psychology, 42 (2021) 8, S.899-927 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anderson, Jim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2021.1968088
Schlagwörter	Native Language; Language Maintenance; Immigrants; Refugees; Bilingualism; Family Literacy; Family Programs; Metropolitan Areas; Parent Child Relationship; English (Second Language); Second Language Learning; School Readiness; Foreign Countries; Preschool Children; Reading Tests; Gender Differences; Indo European Languages; Multilingual Materials; Canada + Suchen Sie Ihr Suchwort? Sprachpflege; Immigrant; Immigrantin; Immigranten; Flüchtling; Bilingualismus; Family program; Familienprogramm; Ballungsraum; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Readiness for school; School ability; Schulreife; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lesetest; Geschlechterkonflikt; Indoeuropäisch; Multilingualism; Materials; Mehrsprachiges Wörterbuch; Kanada
Abstract	The purpose of this study, which employed mixed methods, was to document the implementation of a bilingual family literacy program with immigrant and refugee families from four different language groups in five different communities in a metropolitan area of Canada. Results indicated: 1) the program had a significant impact on children's early learning, although there was some variation across sites; 2) families appreciated the bilingual format of sessions and the provision of bilingual materials; 3) parents tended to support first language (L1) maintenance, although some expressed anxiety about their children's English acquisition; and 4) parents expressed concerns, including the need for more explicit instruction, provision of more sessions and a greater focus on school readiness. Although the study indicates the potential of contextually responsive family literacy programs, it also points to the need for nuance and reflexivity on the part of those who work with migrant children and their families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01