Coming Out of Their Shell: The speech and writing of two young bilinguals in the classroom

Parke, Tim; Drury, Rose

doi:10.1080/09669760050046156

Cited by 5 publications

(5 citation statements)

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“…Early perspectives viewed minority and ethnic family values and practices as deviant or defective rather than different (Parke & Drury, 2000). According to Bronfenbrenner (1985), when minority groups are evaluated by the majority using majority values, behaviors, and attitudes as standards, the minorities will more than likely be judged as inferior.…”

Section: Historical Perspectivementioning

confidence: 98%

“…According to Bronfenbrenner (1985), when minority groups are evaluated by the majority using majority values, behaviors, and attitudes as standards, the minorities will more than likely be judged as inferior. As child development researchers, we think it is vital to view children within their socio-cultural context (Bronfenbrenner, 1979;Bronfenbrenner & Morris, 1998;Parke & Drury, 2000), with the family being perhaps the most important proximal relationship.…”

Section: Historical Perspectivementioning

confidence: 99%

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Understanding children from diverse cultures: bridging perspectives of parents and teachers

Lahman

Park

2004

International Journal of Early Years Education

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The purpose of this multiple case study was to explore how families negotiate their perspectives with US teachers regarding school. The cases of three Korean and two Chinese preschoolers were examined through semi-structured, in-depth interviews with parents and teachers. Observations of the families at home and the children and teachers at school were conducted to add additional context to the interviews. Findings illuminated feelings that conflicted within each participant. Parents were found to have conflicting views between desiring their child to learn the English language yet expressing concern over what they believe was too much acculturation due to English language acquisition. Teachers were found to value international parents, yet felt it was difficult to communicate with parents and unsure of how to welcome them into the classroom. Findings from this study broaden understandings of families from diverse cultures and promote efforts to establish cooperative partnerships between parents and teachers.

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Section: Historical Perspectivementioning

confidence: 98%

Section: Historical Perspectivementioning

confidence: 99%

Understanding children from diverse cultures: bridging perspectives of parents and teachers

Lahman

Park

2004

International Journal of Early Years Education

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“…Some work has been undertaken on code-switching and the roles of bilingual staff in early years classrooms (Martin-Jones, 1995). A number of more ne-grained studies of young learners of English (for example, Tarone & Liu, 1995;Parke & Drury, 2000) have looked at actual classroom processes in an attempt to show a potential for-and indeed achievement in-language that is not always visible when the circumstances do not suit the learner. For example, in Tarone and Liu's paper, it becomes clear that the character and status of the interlocutor are key factors in allowing the learner's language to develop both rapidly and naturally.…”

Section: Background To the Studymentioning

confidence: 98%

Language Development at Home and School: gains and losses in young bilinguals

Parke¹,

Drury²

2001

Early Years: Journal of International Research and Development

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In this paper we examine the topic of the language development of three young bilingual children at both home and school. Our aim is to consider the language issues that arise in such children, taking into account their parents' language background and experience of school systems, language practices and 'policy' in the home, and the children's experience of a year of nursery school as reported by their teachers. We try to show how different strands of the children's experience t together; their 'mother tongue', their mothers' aspirations for them, their teachers' view of their progression, and their competence in English, all considered against the background of current curriculum guidance. We conclude with an examination of the gains and losses these children have made in the school system so far, and with an analysis of what the roles of 'mother tongue' might be for children in these and similar circumstances.

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“…It was explained to the parents that these recordings were to be used to provide some evidence of children's fluency in the two languages. Bearing in mind the importance of the cultural context and the natural trigger provided by the person addressed (Parke & Drury, 2000), the Gujerati-speaking researcher visited the home and recorded the child telling the story in Gujerati. When the children were interviewed in school by the English researcher they were recorded retelling the story in English.…”

Section: Methodsmentioning

confidence: 99%

“…Datta comments on the 'world of stories at home, oral and written, in three languages ' (2000: 23) and how children develop a 'story grammar' from experiences at home and at school. The desire to keep their children connected to their background and culture, and to provide moral instruction in keeping with the family's religion, can result in parents providing a rich diet of story-telling in the home (Blackledge, 2000;Parke & Drury, 2000).…”

Section: The Story-tellers and Their Community In The Context Of Resementioning

confidence: 99%

The Raja's Big Ears: The Journey of a Story across Cultures

Sneddon¹,

Patel²

2003

Language and Education

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The story of The Raja's Big Ears, as we encountered it, has been on a long journey. In the course of a wider study of the language use and literacy practices of Gujerati-speaking Muslim children in a North London community, children were recorded retelling the tale both in English and Gujerati. The present study explores how the story travelled: from Gujerat, in India, where it is a well-known folk tale, via a skilled story-teller, to London, where it was transformed through contact with the multicultural world of London schoolchildren. The study is situated within the theoretical framework of language shift, social networks and the Cummins' concept of the Common Underlying Proficiency. As the children in the study retold the tale, we looked more closely at how they -third generation Londoners and speakers of a dialect of Gujerati -came to terms with the very formal and unfamiliar standard Gujerati of the story, and how they made it their own.

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Coming Out of Their Shell: The speech and writing of two young bilinguals in the classroom

Cited by 5 publications

References 1 publication

Understanding children from diverse cultures: bridging perspectives of parents and teachers

Understanding children from diverse cultures: bridging perspectives of parents and teachers

Language Development at Home and School: gains and losses in young bilinguals

The Raja's Big Ears: The Journey of a Story across Cultures

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