Home Language and Literacy Practices of Parents at One Spanish-English Two-Way Immersion Charter School

Autor/inn/en	Feinauer, Erika; Whiting, Erin Feinauer
Titel	Home Language and Literacy Practices of Parents at One Spanish-English Two-Way Immersion Charter School
Quelle	In: Bilingual Research Journal, 37 (2014) 2, S.142-163 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2014.934969
Schlagwörter	Spanish; English (Second Language); Second Language Learning; Family Relationship; Ethnicity; Socioeconomic Status; Statistical Analysis; Hispanic American Students; Religion; Immersion Programs; Charter Schools; Literacy; Multivariate Analysis; Language Maintenance; Parent Participation; Parent Attitudes; Parent School Relationship; Proximity; Elementary School Students; Parent Surveys; Utah + Suchen Sie Ihr Suchwort? Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ethnizität; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Immersionsprogramm; Charter school; Charter-Schule; Alphabetisierung; Schreib- und Lesefähigkeit; Multivariate Analyse; Sprachpflege; Elternmitwirkung; Elternverhalten; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lebensnähe
Abstract	This study looks at how parents in one Spanish-English two-way immersion (TWI) charter school report their participation in various home language and literacy practices. Parent groups, based on a cluster analysis, highlight the heterogeneity of Latino parents at the school while acknowledging the commonalities as well. Four parent groups emerged based not only on primary language, but also ethnicity, religion, socioeconomic status, and proximity to the school. Chi-square analyses revealed significant differences across parent groups in terms of reported home language and literacy practices. Implications are discussed for educators in TWI programs, who seek to more fully draw on the linguistic resources that their students bring with them to school, especially in supporting the maintenance and development of the Spanish language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10