The Impact of Dutch Teachers on Family Language Policy of Turkish Immigrant Parents

Autor/inn/en	Bezcioglu-Göktolga, Irem; Yagmur, Kutlay
Titel	The Impact of Dutch Teachers on Family Language Policy of Turkish Immigrant Parents
Quelle	In: Language, Culture and Curriculum, 31 (2018) 3, S.220-234 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bezcioglu-Göktolga, Irem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2018.1504392
Schlagwörter	Immigrants; Turkish; Native Language; Second Language Learning; Indo European Languages; Parent Attitudes; Teacher Attitudes; Parent Role; Foreign Countries; Family Relationship; Language Usage; Parent Aspiration; Teaching Methods; Parent Participation; Language Attitudes; Elementary School Students; Elementary School Teachers; Parent Child Relationship; Netherlands + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Türkisch; Zweitsprachenerwerb; Indoeuropäisch; Elternverhalten; Lehrerverhalten; Parental role; Elternrolle; Ausland; Sprachgebrauch; Elternwille; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; Sprachverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Niederlande
Abstract	In talking about family language policy in the Turkish immigration context in the Netherlands, teachers emerged as the key actors in shaping parental language choices and practices. Previous research has shown that teachers take a central role in the implementation of school language policy but there is not much research on the influence of mainstream teachers on language practices of minority parents in the home context. In this paper, we will combine the evidence derived from observations on 20 families, interviews with 35 parents and with 5 classroom teachers in Eindhoven, the Netherlands. Findings show that there is a serious degree of mismatch between parental aspirations regarding teachers' professional advice for parents and teacher expectations regarding parental role in the schooling of immigrant children and the use of home language. The interaction between parental beliefs and teachers' opinions show diverging attitudes towards the value of heritage language, schooling and parental participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01