Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development across Languages

Autor/in	Song, Kwangok
Titel	Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development across Languages
Quelle	In: Reading Teacher, 77 (2023) 2, S.238-242 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.2231
Schlagwörter	Immigrants; Parent Aspiration; Parent Child Relationship; Educational Strategies; Barriers; Academic Achievement; Native Language; English (Second Language); Second Language Learning; Family School Relationship; Futures (of Society); Parent Teacher Cooperation; Language Acquisition; Advocacy; Teacher Role; Multilingualism; Chinese; Literacy Education + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Elternwille; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Lehrstrategie; Schulleistung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Future; Society; Zukunft; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Sprachaneignung; Spracherwerb; Sozialanwaltschaft; Lehrerrolle; Mehrsprachigkeit; Multilingualismus; China; Chinesen
Abstract	As children of immigrants are increasing in number across the U.S. classrooms, schools need to develop strategies to engage with immigrant families. Structural and attitudinal issues in the school system create challenges in communicating with immigrant parents. Immigrant parents have high expectations for their children's academic achievement because they view education can bring mobility and stability to their children's future. Immigrant parents also desire that their children continue developing their home language for familial communication and transnational engagement. To enhance the home-school connections and to promote family engagement, teachers can first diligently communicate with parents. They can also learn about immigrant families' meaning-making activities at home and in communities. Teachers can also advocate for children of immigrants' home language development. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01