Chinese Immigrant Families' Aspirations for Children's Bilingual Learning in New Zealand's Social Spaces

Autor/in	Chan, Angel
Titel	Chinese Immigrant Families' Aspirations for Children's Bilingual Learning in New Zealand's Social Spaces
Quelle	In: International Journal of Early Years Education, 31 (2023) 3, S.708-721 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chan, Angel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2018.1458598
Schlagwörter	Foreign Countries; Immigrants; Aspiration; Bilingual Education; Young Children; Early Childhood Education; Bilingualism; Parent Attitudes; Parent Participation; Chinese; Language Usage; English (Second Language); Language Attitudes; Social Environment; New Zealand; China + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Streben; Bilingual teaching; Bilingualer Unterricht; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bilingualismus; Elternverhalten; Elternmitwirkung; China; Chinesen; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Soziales Umfeld; Neuseeland
Abstract	This paper highlights the complex relations between public and private spaces with regard to young children's bilingual learning, and the importance of developing a pedagogy that allows for the interaction of learning across the two spaces. It uses findings from a qualitative study to illustrate nuanced (mis)alignments between dominant language discourses in New Zealand early childhood education and Chinese immigrant families' aspirations regarding the languages they want their children to learn and use. The study involved analysing a range of institutional documents to identify early childhood education discourses promoted in New Zealand. Alongside this, individual interviews were conducted with a group of Chinese immigrant parents to investigate their involvement in children's early childhood education. Families' aspirations, experiences and practices regarding children's bilingual learning were frequently mentioned during the interviews, and these are valuable knowledge for teachers. This paper presents findings related to these dual language learning expectations. It uses theoretical constructs of social spaces to interpret the findings and their implications for a responsive pedagogy that embraces bi/multilingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01