The Pluralist Language Ideology of Korean Immigrant Mothers and the English-Only Principle in Early Childhood Education Programs

Autor/in	Jang, Soon Young
Titel	The Pluralist Language Ideology of Korean Immigrant Mothers and the English-Only Principle in Early Childhood Education Programs
Quelle	In: Language and Education, 34 (2020) 1, S.66-80 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2019.1682598
Schlagwörter	Immigrants; Korean Americans; Parent Attitudes; Bilingualism; Early Childhood Education; Foreign Countries; Immigration; Mother Attitudes; Language Attitudes; Discourse Analysis; Language Role; Decision Making; Language Usage; Second Language Learning; Native Language; Ethnicity; Family Relationship; Misconceptions; Acculturation; Parent Aspiration; Cultural Maintenance; English (Second Language); Preschool Children; Canada + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Elternverhalten; Bilingualismus; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Mutterliebe; Sprachverhalten; Diskursanalyse; Decision-making; Entscheidungsfindung; Sprachgebrauch; Zweitsprachenerwerb; Ethnizität; Missverständnis; Akkulturation; Elternwille; English as second language; English; Second Language; Englisch als Zweitsprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kanada
Abstract	Canada has been largely relying on immigration for population growth. Consequently, early childhood education (ECE) programs in Canadian cities are becoming increasingly linguistically and culturally diverse. Yet, few studies have explored the experiences of immigrant families in ECE programs. This study explores the perspectives and experiences of Korean immigrant mothers in ECE programs vis-à-vis bilingualism. Through a focus group meeting and eight individual interviews, this study investigates how these mothers' language ideologies and attitudes are articulated in their discourses by asking these questions: 1) How did language play a role in the participating parents' ECE program selection?; 2) Which language do participating parents prefer for their children to acquire and what are the associated factors?; and 3) What did participating parents experience regarding educators' language views and practices? This study found that the Korean mothers hold pluralist language ideologies, expressing their desire for their children's success in and integration into the mainstream society, and for their ethnic identity and family relationship preservation. Simultaneously, the participating mothers reported the English-only principle of ECE programs, which suggests the latter's assimilationist view. The author discusses the common misconception related to this view, the maximum exposure hypothesis, and highlights implications for immigrant parents and educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01