Engaging with Emergent Bilinguals and Their Families in the Pre-Primary Classroom to Foster Well-Being, Learning and Inclusion

Autor/inn/en	Mary, Latisha; Young, Andrea S.
Titel	Engaging with Emergent Bilinguals and Their Families in the Pre-Primary Classroom to Foster Well-Being, Learning and Inclusion
Quelle	In: Language and Intercultural Communication, 17 (2017) 4, S.455-473 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-8477
DOI	10.1080/14708477.2017.1368147
Schlagwörter	Preschool Children; Preschool Education; Bilingualism; Cultural Awareness; Teacher Competencies; Preschool Teachers; Student Adjustment; Parent Teacher Cooperation; Literacy Education; Well Being; Foreign Countries; Teaching Methods; Immigrants; Language of Instruction; Educational Policy; Code Switching (Language); Ethnography; Video Technology; Interviews; Culturally Relevant Education; France + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingualismus; Cultural identity; Kulturelle Identität; Lehrkunst; Erzieher; Erzieherin; Kindergärtnerin; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Well-being; Wellness; Wohlbefinden; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Immigrant; Immigrantin; Immigranten; Teaching language; Unterrichtssprache; Politics of education; Bildungspolitik; Ethnografie; Interviewing; Interviewtechnik; Frankreich
Abstract	This article presents data from a longitudinal study undertaken in a pre-primary classroom of 3-4-year-old emergent bi/plurilingual children during their first year of formal schooling in France. It focuses on how the teacher's intercultural competence facilitated the emergent bilingual children's transition from home to school and fostered positive relationships with these parents and included them in the classroom. The data also suggest that the establishment of trusting relationships and safe spaces for these children and their families favoured the emergence of co-educational practices, namely in the area of literacy and fostered their well-being, learning and inclusion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01