Language and Literacy Development in a Cambodian Community in Philadelphia.

Autor/in	Hardman, Joel Carlton
Titel	Language and Literacy Development in a Cambodian Community in Philadelphia.
Quelle	(1994), (238 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Cambodians; Classroom Communication; Educational Needs; English (Second Language); Family Environment; Family Relationship; Immigrants; Language of Instruction; Literacy Education; Longitudinal Studies; Refugees; Second Language Instruction; Second Language Learning; Second Languages; Urban Areas; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Kambodschanisch; Klassengespräch; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Familienmilieu; Immigrant; Immigrantin; Immigranten; Teaching language; Unterrichtssprache; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Flüchtling; Fremdsprachenunterricht; Zweitsprachenerwerb; Second language; Zweitsprache; Urban area; Stadtregion
Abstract	This study focused on language and literacy learning in a group of Cambodian families in Philadelphia (Pennsylvania) linked locally by an English-as-a-Second-Language (ESL) class, and more broadly by common histories, culture, and language. Over a period of 3 years, the researcher looked at: broad patterns of language and literacy use in this community; its prevalent language and literacy attitudes; the nature of literacy development in a Cambodian community; similarities and differences in adults' and children's literacy behavior and development; and the role of the native language. Interpretations presented in the report are drawn from both qualitative nd quantitative data. It is concluded that the children's competencies in English, the language of wider communication, are reflected in new relationships of knowledge and power within the families. However, these new relations do not appear to have upset entirely the old ones. In the school context, the study finds a number of different approaches to how languages should be learned and used in the classroom. A lack of support, either locally or at the state level, was found for educational programs to develop biliteracy skills, despite the potential for such skills among both adults and children within the community. Appended are inventories of fieldnotes from 1990-91 and 1993; inventory of interview notes; and interview protocol. Contains 90 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC