A Generational Arc: Early Literacy Practices among Pakistani and Indian Heritage Language Families

Autor/in	Little, Sabine
Titel	A Generational Arc: Early Literacy Practices among Pakistani and Indian Heritage Language Families
Quelle	In: International Journal of Early Years Education, 25 (2017) 4, S.424-438 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Little, Sabine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2017.1341302
Schlagwörter	Foreign Countries; Immigrants; Indians; Early Childhood Education; Urdu; Indo European Languages; Reading Attitudes; Family Environment; English (Second Language); Language Attitudes; Native Language; Interviews; Sociocultural Patterns; Educational Policy; Educational Practices; Family Role; Family Relationship; Libraries; Language Role; Family Literacy; Grandparents; Books; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Inder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Indoeuropäisch; Reading behavior; Rading behaviour; Leseverhalten; Familienmilieu; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Interviewing; Interviewtechnik; Soziokulturelle Theorie; Politics of education; Bildungspolitik; Bildungspraxis; Library; Bibliothek; Großeltern; Book; Buch; Monographie; Monografie; Großbritannien
Abstract	This paper focuses on the attitudes towards reading in the home, handed down through the generations and experienced by the young children in four families of Pakistani and Indian origin. The children's families originally arrived in the UK in the 1960s, and this paper unpicks the stories and attitudinal changes in relation to both English and the heritage language, throughout the generations. Adopting a sociocultural perspective through intergenerational family interviews, roles within the family in terms of literacy support, the families' use of libraries, experiences, and understanding of the education system, and the impact the heritage language has on family support for reading in English, are explored. Through the dual linguistic lens of both English and the heritage language (Gujarati and Urdu), the study traces a generational arc which explores areas of concern and needs for support, seeking to inform both policy and practice in early childhood education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01