A Comparative Analysis of Some Aspects of Educating Young Children in Tanzania and in North America: Tanzanian Parents’ Perspectives∗

Mushi, Selina L. P.

doi:10.1080/0300443991560102

Cited by 2 publications

(1 citation statement)

References 2 publications

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“…Being able to communicate in the language of the host society inevitably feels as one step towards the search for better life. Mushi (1999) found that Tanzanian parents who had moved to North America with their young children perceived ability to speak English as the most important advantage for their children' exposure to North America.…”

Section: The Importance Of Englishmentioning

confidence: 97%

Acquisition of Multiple Languages Among Children of Immigrant Families: Parents' Role in the Home-School Language Pendulum

Mushi

2002

Early Child Development and Care

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This study examined immigrant parents' role in their young children's language learning and development in linguistically different contexts in Chicago. At home the children lived with parents who spoke little or no English. At school the children were taught by mostly English speaking teachers, occasionally with teacher aides who spoke some of the other languages the children understood. The children had to operate in two linguistic worlds that were considerably different. The study sought to explain the means by which immigrant parents helped their children learn English effectively and also maintain their mother tongue.Five data collection instruments were used in the study: a parent questionnaire, an activity chart, audio recorders, an observation guide during home visits and parent interviews. The parent interviews were conducted towards the end of the study as a means to triangulate information and to crosscheck and clarify meanings of the data from the other instruments.The study revealed that parents' roles included different factors that supported children's learning of the languages. The factors included: the parents' attitudes towards language in general, parents' interest in both mother tongue and English, joint parent-child activities and direct, linguistic exchange between child and parent. Other factors included teacher flexibility, teacher-parent communication, parents' English classes school support, and parents' sensitivity to school support.Problems faced by parents and teachers included parents' lack of English proficiency to communicate effectively about children's school learning, and lack of effective linguistic link between home learning and school learning.

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Section: The Importance Of Englishmentioning

confidence: 97%

Acquisition of Multiple Languages Among Children of Immigrant Families: Parents' Role in the Home-School Language Pendulum

Mushi

2002

Early Child Development and Care

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Analysis of the socio-demographic structure and thoughts of the Turkish bilingual children on ‘bilingualism’ in Germany

Kabadayı

2008

Education 3-13

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A Comparative Analysis of Some Aspects of Educating Young Children in Tanzania and in North America: Tanzanian Parents’ Perspectives∗

Cited by 2 publications

References 2 publications

Acquisition of Multiple Languages Among Children of Immigrant Families: Parents' Role in the Home-School Language Pendulum

Acquisition of Multiple Languages Among Children of Immigrant Families: Parents' Role in the Home-School Language Pendulum

Analysis of the socio-demographic structure and thoughts of the Turkish bilingual children on ‘bilingualism’ in Germany

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