Confirming "Chanclas": What Early Childhood Teacher Educators Can Learn from Immigrant Preschool Teachers

Autor/in	Adair, Jennifer Keys
Titel	Confirming "Chanclas": What Early Childhood Teacher Educators Can Learn from Immigrant Preschool Teachers
Quelle	In: Journal of Early Childhood Teacher Education, 32 (2011) 1, S.55-71 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Constructivism (Learning); Early Childhood Education; Consciousness Raising; Preschool Teachers; Immigrants; Teacher Educators; Diversity (Faculty); Language Usage; English (Second Language); Cultural Pluralism; Empathy; Spanish Speaking; Vignettes; Arizona; Iowa; New York; Tennessee + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bewusstseinsbildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Immigrant; Immigrantin; Immigranten; Teacher education; Lehrerausbildung; Lehrerbildung; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Kulturpluralismus; Empathie
Abstract	The immigrant teacher perspective has been largely missing from local and national debates on early childhood pedagogy and has certainly been marginalized in debates about language in early childhood settings. Interviews with dozens of preschool teachers in multiple U.S. cities about children of immigrants' language choices at school (as part of the Children Crossing Borders study) revealed a specific immigrant teacher critique of typical English language modeling techniques. These immigrant teachers reposition children's home languages as a valuable form of expression and thus argue for a more empathetic and constructivist view of children of immigrants. Hearing the perspectives of immigrant preschool teachers is especially important for early childhood educators who are preparing young teachers to serve a growing number of children of immigrants in early childhood settings. This article asserts that early childhood educators need to talk honestly with students about the implications of their responses to children of immigrants in the classroom and in doing so, can benefit from consulting the personal experiences and perspectives of practicing immigrant preschool teachers. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10