Living in Two Worlds: Exploring US Teachers' Perceptions of Satellite Children's Transnational Experiences in China and the United States

Autor/inn/en	Wu, Ming-Hsuan; Opstad, Sonna
Titel	Living in Two Worlds: Exploring US Teachers' Perceptions of Satellite Children's Transnational Experiences in China and the United States
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 1, S.314-327 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Ming-Hsuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2019.1677552
Schlagwörter	Elementary School Teachers; Teacher Attitudes; Urban Schools; Immigrants; Elementary School Students; Asians; Foreign Countries; Student Experience; Asian Culture; Emotional Adjustment; Social Adjustment; Adjustment (to Environment); Cultural Differences; United States; China + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Immigrant; Immigrantin; Immigranten; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Studienerfahrung; Emotionale Anpassung; Soziale Anpassung; Kultureller Unterschied; USA
Abstract	Increasingly, immigrant families in North America are sending their newborns to the parents' country of origin to be raised by relatives until the children reach school age. Then they are returned to their parents. This practice results from lack of childcare in the host countries, low wages among immigrant parents, and/or intergenerational childcare as a norm back home. Researchers and media have started to delve into the challenges faced by families and teachers in the adjustment process when children return. Informed by funds of knowledge research, this exploratory project begins by examining teachers' perceptions and understandings of their Chinese 'satellite children'. Interview data of elementary school teachers at an urban school in the northeastern United States not only reveal the adjustments these students encounter, but also point to the need for teachers to go beyond the superficial notion of culture. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11