Reported Parent-Teacher Dialogues on Child Language Learning: Voicing Agency in Interview Narratives

Autor/in	Bubikova-Moan, Jarmila
Titel	Reported Parent-Teacher Dialogues on Child Language Learning: Voicing Agency in Interview Narratives
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 6, S.768-786 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bubikova-Moan, Jarmila)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1313192
Schlagwörter	Bilingualism; Parent Teacher Cooperation; Child Language; Polish; Second Language Learning; Language Acquisition; Immigrants; Parent Attitudes; Parent Child Relationship; Norwegian; Speech Communication; Preschool Children; Elementary School Students; Language Usage; Native Language; Child Development; Foreign Countries; Discourse Analysis; Norway (Oslo) + Suchen Sie Ihr Suchwort? Bilingualismus; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; 'Children''s language'; Kindersprache; Polnisch; Zweitsprachenerwerb; Sprachaneignung; Spracherwerb; Immigrant; Immigrantin; Immigranten; Elternverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Norwegisch; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachgebrauch; Kindesentwicklung; Ausland; Diskursanalyse
Abstract	This study investigates parent-teacher dialogues on child language learning as constructed in 19 interviews with migrant parents of Polish ethnolinguistic background, resettled in Norway and caring for young preschoolers and school-goers. Targeting reported speech as a linguistic resource for enacting agency in discourse, the focal interest is in tracing how the interviewed parents draw on this resource to enact and negotiate their agency vis-à-vis their children's educators. The analysis reveals that the parents use reported speech as a strategic discursive tool to variably claim their agency across time and space. While L2 emerges as the most prominent theme of the dialogues, the participants also display a sense of ownership of the meaning-making processes involved in their children's L1 development. Through constructions of concerted bilingual home-pre/school support, the parents thus propel their capacity to imagine their children's membership in the host and home language communities to the fore. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01