Chopsticks and Clothes: Chinese Heritage Parents' Perspectives on Young Children's Technology Use as a Tool for Language and Cultural Learning

Autor/in	Hao, Ling
Titel	Chopsticks and Clothes: Chinese Heritage Parents' Perspectives on Young Children's Technology Use as a Tool for Language and Cultural Learning
Quelle	In: Literacy, 57 (2023) 1, S.28-39 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hao, Ling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12312
Schlagwörter	Heritage Education; Cultural Influences; Parent Attitudes; Asian Culture; Second Language Learning; Second Language Instruction; Cultural Awareness; Learning Experience; Printed Materials; Social Values; Chinese; Information Technology; Learning Processes; Parent Child Relationship + Suchen Sie Ihr Suchwort? Cultural influence; Kultureinfluss; Elternverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural identity; Kulturelle Identität; Lernerfahrung; Sozialer Wert; China; Chinesen; Informationstechnologie; Learning process; Lernprozess; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	This paper presents Chinese heritage parents' perspectives on young children's use of technology as a tool for language and cultural learning. Growing up with Confucian heritage culture, some Chinese parents have particular cultural beliefs about learning that value effortful learning practices and the social context of learning. However, some Chinese parents believe technology is just a tool for entertainment and keeps children away from social interaction, which leads to their preference of print-based literacy practices at home. Four parents from different families whose children were between the ages of four to five participated in this study. These parents were interviewed about their experience and history of using technology and their thoughts about technology as a tool for language and cultural learning. Four narratives were constructed to describe parents' experiences, histories, opinions, cultural values and beliefs. Parents' perspectives were influenced by a variety of intertwined factors, including their own childhood language learning experiences, their histories of using technology, their cultural values and beliefs about learning, the purpose of technological experiences, and the quality of available technological resources. Pedagogical implications for using technology with children and communicating with parents are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01