"Parents Don't Want Their Children to Speak Their Home Language": How Do Educators Negotiate Partnerships with Chinese Parents Regarding Their Children's Use of Home Language and English in Early Childhood Settings?

Autor/inn/en	Hu, Jiangbo; Torr, Jane; Whiteman, Peter
Titel	"Parents Don't Want Their Children to Speak Their Home Language": How Do Educators Negotiate Partnerships with Chinese Parents Regarding Their Children's Use of Home Language and English in Early Childhood Settings?
Quelle	In: Early Years: An International Journal of Research and Development, 34 (2014) 3, S.255-270 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2014.927419
Schlagwörter	Language Usage; Family Environment; Chinese; English (Second Language); Second Language Learning; Parent Attitudes; Teacher Attitudes; Parent Teacher Cooperation; Educational Strategies; Foreign Countries; Asians; Preschool Teachers; Semi Structured Interviews; Parent Aspiration; Educational Environment; Preschool Children; Australia + Suchen Sie Ihr Suchwort? Sprachgebrauch; Familienmilieu; China; Chinesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Elternverhalten; Lehrerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrstrategie; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elternwille; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Australien
Abstract	This study investigated five Australian early childhood educators' negotiation of the complex terrain of working in partnership with Chinese parents regarding their children's language usage in early childhood settings. Semi-structured interviews were undertaken to explore educators' views on children's language usage in early childhood settings, their perception of Chinese parents' language expectations and their strategies in resolving the tension between parental expectation and educator views on children's language usage under the current regulatory frameworks. Educators reported that many Chinese parents expected their children to use only English in early childhood settings. Such a practice would not align with educators' views of permitting children to use languages freely. The educators developed different strategies to address the tension between their desire to achieve positive outcomes for children and their need to work in partnership with families. Implications for the further preparation of educators are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10