Enabling Bi-Literacy Patterns in Ethiopian Immigrant Families in Israel: A Socio-Educational Challenge

Autor/in	Stavans, Anat
Titel	Enabling Bi-Literacy Patterns in Ethiopian Immigrant Families in Israel: A Socio-Educational Challenge
Quelle	In: International Journal of Multilingualism, 12 (2015) 2, S.178-195 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2015.1009373
Schlagwörter	Bilingualism; Immigrants; Language Usage; Language Attitudes; Semitic Languages; Native Language; Second Language Learning; Language Proficiency; Multilingualism; Neighborhoods; Literacy; Foreign Countries; Language Role; Family Relationship; Parent Child Relationship; Language Maintenance; Academic Discourse; Preferences; Public Policy; Questionnaires; Ethiopia; Israel + Suchen Sie Ihr Suchwort? Bilingualismus; Immigrant; Immigrantin; Immigranten; Sprachgebrauch; Sprachverhalten; Arabisch; Hebräisch; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Mehrsprachigkeit; Multilingualismus; Neighbourhoods; Nachbarschaft; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachpflege; Discourse; Diskurs; Öffentliche Ordnung; Fragebogen; Äthiopien
Abstract	This paper explores the role that languages and literacy practices play in Ethiopian immigrant families transposed to Israel as part of Israel's family language policy, by examining parental perspectives on their respective L1 and L2 usages, in both parents' and children's lives, as well as by examining the home literacy provisions supporting children's literacy development. The study profiles 67 Ethiopian immigrant families and describes the factors affecting home and school literacy patterns, assessing usage and attitude in L1 and L2 proficiency, as well as families' literacy-driven discourse practices. The findings of this study indicate that Ethiopian parents engage in their children's educational and social life until first grade, when they relinquish the maintenance of L1 in favour of a yet-incomplete L2. The Ethiopian case is instrumental to describe language and literacy affordances in a country that is officially trilingual, a neighbourhood that is at least quadrilingual, a home that is bilingual and a schooling system that is monolingual. Furthermore, the results of this study indicate that although both Ethiopian and non-Ethiopian parents have different extended discourses and perhaps even discursive preferences, the form and function of these discourses coincide with those needed or assumed for successful development of scholastic literacy. Against this background, a need emerges to espouse a mutual respect and interaction between the two literacy traditions to enhance both children's and parents' literacy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01