A Critical Pedagogy Approach to Fostering the Home-School Connection.

Autor/in	Ada, Alma Flor
Titel	A Critical Pedagogy Approach to Fostering the Home-School Connection.
Quelle	(1993), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Bilingual Education; Economically Disadvantaged; Elementary Secondary Education; English (Second Language); Language Acquisition; Native Language Instruction; Parent Child Relationship; Parent Participation; Parent School Relationship; Second Language Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachaneignung; Spracherwerb; Native language education; Muttersprachlicher Unterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Many of the institutions that have helped children deal with the challenge of growing up, such as small towns and extended families, are disappearing or changing, and as a consequence schools are faced with greater responsibilities. Educators must reexamine what they do to acknowledge and validate the home and family, and must extend the educational process beyond the classroom. This is especially important for language minority and economically disadvantaged students. Educators can foster the student's first language as the vehicle for healthy home interaction, validate the informal education of language minority parents, and encourage children to communicate daily school experiences with their parents. The ultimate goal of these practices is for students and parents to recognize themselves as the authors of their own lives. (JP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01