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Article: Enhancing dual language learners’ language learning through parent–teacher partnerships
Title | Enhancing dual language learners’ language learning through parent–teacher partnerships |
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Authors | |
Keywords | bilingual education dual language learners early childhood education family engagement |
Issue Date | 16-Mar-2024 |
Publisher | SAGE Publications |
Citation | Language Teaching Research, 2024 How to Cite? |
Abstract | Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs. This study examined the family engagement perspectives and practices of five bilingual teachers in New York City (NYC) early childhood classrooms. Qualitative data were collected using online questionnaires and semi-structured interviews. The findings suggest that bilingual teachers hold a strength-based view of DLLs’ parents and their language resources to support their children’s language learning. Controversially, they demonstrated a mixture of deficit- and strength-based approaches to parental engagement, ranging from educating parents about English homework strategies to arranging classroom events in which parents could highlight their home language practices. Concurrently, teachers were fully aware of the importance of DLLs’ home linguistic resources in supporting students’ language learning, yet they maintained instructional practices that kept DLLs’ home and school language repertoires separate. The implications for fostering strength-based perspectives on DLL families and strength-based DLL family engagement strategies are discussed. |
Persistent Identifier | http://hdl.handle.net/10722/346080 |
ISSN | 2023 Impact Factor: 3.3 2023 SCImago Journal Rankings: 1.738 |
DC Field | Value | Language |
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dc.contributor.author | Zhang, Xiaoyue | - |
dc.contributor.author | Jiang, Lianjiang | - |
dc.date.accessioned | 2024-09-07T00:30:30Z | - |
dc.date.available | 2024-09-07T00:30:30Z | - |
dc.date.issued | 2024-03-16 | - |
dc.identifier.citation | Language Teaching Research, 2024 | - |
dc.identifier.issn | 1362-1688 | - |
dc.identifier.uri | http://hdl.handle.net/10722/346080 | - |
dc.description.abstract | <p>Families of dual language learners (DLLs) and their linguistic resources play a crucial role in fostering children’s language development. However, there is still a dearth of empirical studies investigating whether bilingual teachers view the families of DLLs and their language resources as assets, and how they implement family engagement practices to leverage these language assets in teaching DLLs. This study examined the family engagement perspectives and practices of five bilingual teachers in New York City (NYC) early childhood classrooms. Qualitative data were collected using online questionnaires and semi-structured interviews. The findings suggest that bilingual teachers hold a strength-based view of DLLs’ parents and their language resources to support their children’s language learning. Controversially, they demonstrated a mixture of deficit- and strength-based approaches to parental engagement, ranging from educating parents about English homework strategies to arranging classroom events in which parents could highlight their home language practices. Concurrently, teachers were fully aware of the importance of DLLs’ home linguistic resources in supporting students’ language learning, yet they maintained instructional practices that kept DLLs’ home and school language repertoires separate. The implications for fostering strength-based perspectives on DLL families and strength-based DLL family engagement strategies are discussed.</p> | - |
dc.language | eng | - |
dc.publisher | SAGE Publications | - |
dc.relation.ispartof | Language Teaching Research | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | bilingual education | - |
dc.subject | dual language learners | - |
dc.subject | early childhood education | - |
dc.subject | family engagement | - |
dc.title | Enhancing dual language learners’ language learning through parent–teacher partnerships | - |
dc.type | Article | - |
dc.identifier.doi | 10.1177/13621688241236286 | - |
dc.identifier.scopus | eid_2-s2.0-85187932500 | - |
dc.identifier.eissn | 1477-0954 | - |
dc.identifier.issnl | 1362-1688 | - |