Child Language Brokering: Challenges in Spanish Intercultural Education

Autor/in	Pena-Díaz, Carmen
Titel	Child Language Brokering: Challenges in Spanish Intercultural Education
Quelle	In: Intercultural Education, 30 (2019) 4, S.368-382 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pena-Díaz, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1540107
Schlagwörter	Foreign Countries; Child Language; Multicultural Education; Immigrants; Teacher Student Relationship; Student Diversity; Bilingualism; Translation; Elementary School Students; Elementary School Teachers; Citizenship; Spanish; Cultural Awareness; Foreign Students; Literacy; Family Programs; Spain (Madrid) + Suchen Sie Ihr Suchwort? Ausland; 'Children''s language'; Kindersprache; Multikulturelle Erziehung; Immigrant; Immigrantin; Immigranten; Teacher student relationships; Lehrer-Schüler-Beziehung; Bilingualismus; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Staatsbürgerschaft; Spanisch; Cultural identity; Kulturelle Identität; Alphabetisierung; Schreib- und Lesefähigkeit; Family program; Familienprogramm
Abstract	Globalisation has resulted in multicultural and multilingual societies where individuals, who often do not speak the official language, need to communicate with different services offered by public institutions in the host country. School plays a vital role as an education and training institution, and must guarantee that every student receives equal opportunities, and, in accordance with the principles of intercultural education, facilitate the integration of foreign students both into society and the educational context. However, linguistic and cultural barriers may sometimes prevent communication between foreign students, their families and the education centre. The purpose of this paper is to analyse survey responses and interview talk about communication between teachers and immigrant users who do not speak or barely know the host country language, especially the methods employed and the resources available to Spanish education centres to communicate with students and families who lack the necessary host language skills. A case study will be used as example of the situation in which both educators and families very frequently have to turn to child language brokering, using methodology based on qualitative analysis of surveys and interviews carried out in two primary schools in the Madrid area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01