Exploring the partnership between language minority parents and professionals in early childhood education and care: a systematic review

Aghallaj, Rachida; Wildt, Anouk Van Der; Vandenbroeck, Michel; Ağırdağ, Orhan

doi:10.4324/9780429059674-12

Cited by 8 publications

(20 citation statements)

References 22 publications

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“…Some policymakers and ECEC (Early Childhood Education and Care) professionals, for instance, still advise against multilingual child-rearing (e.g. Kirsch 2012;Aghallaj et al 2020), causing parents raising their family in a multilingual context even more concern about the linguistic, cognitive and socio-emotional development of their children.…”

Section: Introductionmentioning

confidence: 99%

Can family language policy predict linguistic, socio-emotional and cognitive child and family outcomes? A systematic review

Hollebeke¹,

Struys²,

Ağırdağ

2020

Journal of Multilingual and Multicultural Development

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Section: Introductionmentioning

confidence: 99%

Can family language policy predict linguistic, socio-emotional and cognitive child and family outcomes? A systematic review

Hollebeke¹,

Struys²,

Ağırdağ

2020

Journal of Multilingual and Multicultural Development

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“…In addition, another systematic review (Aghallaj et al, 2020) was found using a reference list search (Booth et al, 2022). This review includes research conducted between 2000 and 2018.…”

Section: Previous Researchmentioning

confidence: 99%

“…This review includes research conducted between 2000 and 2018. Throughout the three systematic reviews, the focus is on collaboration between ECEC institutions and multilingual parents, and all the reviews are based on research and theories that frame collaboration as meaningful and beneficial to children's learning and development (Aghallaj et al, 2020;Norheim & Moser, 2020;Tveitereid, 2018).…”

Section: Previous Researchmentioning

confidence: 99%

“…The results, similar to the studies referred to above, identify specific challenges related to collaboration between ECEC institutions and multilingual parents. Challenges arise when teachers and parents do not share a common language (Norheim & Moser, 2020), or when attitudes towards the use of language differ (Aghallaj et al, 2020). It is notable that some studies included in the reviews show how parents encourage their children's use of a minority language, while the ECEC institutions only acknowledge the majority language.…”

Section: Previous Researchmentioning

confidence: 99%

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Positive Factors Facilitating Collaboration Between Early Childhood Education and Care Institutions, and Multilingual Parents – A Protocol for a Systematic Review and Thematic Synthesis

Fredriksson,

Hoel,

Jernes

2023

NJSRE

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This protocol presents the planned and upcoming work for a systematic review of the topic positive factors facilitating cooperation between early childhood education and care (ECEC) institutions, and multilingual parents. The number of children with a foreign background, both in Scandinavia and internationally, has increased during recent decades. These children are often exposed to more than one language on a daily basis. Earlier research has established that collaboration between ECEC institutions and parents is a vital factor in children’s development, learning, and school success. This is especially the case for multilingual children with a foreign background. This protocol discusses research-based knowledge in relation to this collaboration, and identifies a knowledge gap regarding up-to-date research on the positive factors enabling collaboration between ECEC institutions and multilingual parents. The aim of the planned systematic review is to contribute a scientifically based overview of knowledge about the positive factors facilitating collaboration between ECEC institutions and multilingual parents. The choice of methods for conducting this systematic review is stated and described in the presented protocol.

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“…Overall, there has been a shift in the attitude towards bi-/multilingualism, with an increasing emphasis on the positive side effects and benefits for children's linguistic, cognitive, socio-emotional and cultural development. However, on the practical level, much depends on the context, the setting, the country, and the language and education policies, which are not always supportive of multilingual child-rearing practices (Aghallaj et al, 2020;Kirsch, 2012). The FLP, efforts at language management, ideologies, implicit and explicit language choices, as well as the parental language use, strategies, beliefs, attitudes, practices, well-being, and affective factors, influence children's language outcomes (Caldas, 2012;Fogle, 2013).…”

Section: Family Language Policymentioning

confidence: 99%

The Interrelationship of Family Language Policies, Emotions, Socialisation Practices and Language Management Strategies

Karpava

2022

Journal of Home Language Research

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Multilingual families in immigrant/minority language contact settings face various challenges that are related to their affective and emotional domains, as well as to their well-being. This study investigated the interrelationship of the family language policies (FLPs), emotions, socialisation practices and language management strategies of immigrant Russian and mixed-marriage families in Cyprus. The participants were eighty multilingual families from low-middle-high socio-economic backgrounds, including two-and one-parent families who resided in rural or in urban areas. Forty were mixed-marriage (Russian wife and Greek Cypriot husband) families and 40 were Russian-speaking (both spouses Russian) immigrant families who resided in Cyprus. Data sources included a questionnaire about the families' general backgrounds, the parents' socio-economic status, their linguistic behaviour and their children's language proficiency, and semi-structured interviews with the mothers focused on their FLP, home language development and socio-emotional well-being. An analysis of the diverse family types revealed both differences and similarities amongst Russian speakers in Cyprus and their FLPs. Russian speakers incorporated a wide range of language repertoires in their everyday lives. Multilingualism and the maintenance of the Russian language and culture were usually encouraged, as was the development of the children's Russian-language literacy, and the parents often used the one-parentone-language (OPOL) approach at home. In many cases, FLPs were characterised by translanguaging to enhance dynamic multilingualism and emotional well-being at home. However, not all of the efforts resulted in successful language transmission, which may have been due to individual and/or societal differences and family configurations.

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Exploring the partnership between language minority parents and professionals in early childhood education and care: a systematic review

Abstract: Exploring the partnership between language minority parents and professionals in early childhood education and care. A systematic review.

Cited by 8 publications

References 22 publications

Can family language policy predict linguistic, socio-emotional and cognitive child and family outcomes? A systematic review

Can family language policy predict linguistic, socio-emotional and cognitive child and family outcomes? A systematic review

Positive Factors Facilitating Collaboration Between Early Childhood Education and Care Institutions, and Multilingual Parents – A Protocol for a Systematic Review and Thematic Synthesis

The Interrelationship of Family Language Policies, Emotions, Socialisation Practices and Language Management Strategies

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