Linguistic Differences with Bilingual Parents Who Are Immigrants: Words for Dialoguing about Young Children

Autor/inn/en	Cheatham, Gregory A.; Nyegenye, Sylvia
Titel	Linguistic Differences with Bilingual Parents Who Are Immigrants: Words for Dialoguing about Young Children
Quelle	In: Early Childhood Education Journal, 45 (2017) 5, S.685-692 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0803-0
Schlagwörter	Bilingualism; Immigrants; Language Usage; Parent Teacher Cooperation; Preschool Children; Early Childhood Education; Form Classes (Languages); Teacher Attitudes; Cultural Context; Communication Problems; Equal Education; Intercultural Communication; Second Language Learning + Suchen Sie Ihr Suchwort? Bilingualismus; Immigrant; Immigrantin; Immigranten; Sprachgebrauch; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Analytischer Sprachbau; Lehrerverhalten; Kommunikationsbarriere; Interkulturelle Kommunikation; Zweitsprachenerwerb
Abstract	While partnerships including meaningful, two-way, parent-teacher dialogue about young children during early childhood program and school meetings are critical, linguistic differences between bilingual parents who are immigrants and early educators can impede communication and lead to inequitable services. In this article, we focus on one aspect of linguistic differences for educators and bilingual parents: English-language adjectives used by teachers to describe young children. We highlight aspects of adjectives, their uses, and cultural contexts to illustrate potential misunderstandings that may lead to not only miscommunication but also challenges to partnerships and equitable early childhood service provision. Subsequently, we present recommendations to foster meaningful dialogue and greater understanding between educators and bilingual parents who are immigrants when dialoguing about young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01