Home language use with children, dialogue with multilingual parents and professional development in ECEC

Peleman, Brecht; Wildt, Anouk Van Der; Vandenbroeck, Michel

doi:10.1016/j.ecresq.2022.05.007

Cited by 7 publications

(2 citation statements)

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“…Maintaining a balance between domain specificity and generality contributes to both predictive power and practical usefulness (Klassen et al, 2010). While other studies have indicated that professional support on topics related to diversity and multilingualism can increase intercultural practises (Romijn et al, 2020) and dialogue with parents of DLLs (Peleman et al, 2022), the current study suggests that supporting self-efficacy in child development more generally may increase communication with parents of DLLs.…”

Section: Discussionmentioning

confidence: 54%

“…Similar misperceptions of languages as fixed entities which should not intermingle in practice were also found in kindergarten and primary school teachers (Strobbe et al, 2017). Professional support on topics related to multilingualism can contribute to higher levels of dialogue with multilingual parents on multilingual upbringing (Peleman et al, 2022).…”

Section: Teacher-parent Collaboration To Support Language Developmentmentioning

confidence: 53%

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Teacher perceptions of parent collaboration in multi-ethnic ECEC settings

Ovati,

Rydland,

Grøver

et al. 2024

Front. Educ.

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IntroductionFor teachers working in multi-ethnic early childhood education and care settings, a strong collaboration with parents may be an important mechanism for supporting young children's language development. However, little research has investigated how teachers perceive their communication with parents from diverse backgrounds and what centre-level factors predict the quality of teacher-parent collaboration.MethodsThis study sought to explore teacher-parent collaboration within early childhood education and care in urban multi-ethnic areas of Norway, using survey data from 266 teachers across 56 centres and 198 classrooms. We examined whether teacher characteristics (education, experience and self-efficacy) and centre linguistic diversity were related to teacher perceived communication with parents regarding ways of supporting children's dual language development and teacher experienced challenges in parent collaboration.ResultsResults revealed that teachers with higher self-efficacy communicated more with parents and experienced less challenges in collaboration with them. Furthermore, more experienced teachers working in more linguistically diverse centres identified more challenges in parent collaboration, while these characteristics were not related to communication. Teacher education was not associated with communication nor challenges in parent collaboration.DiscussionOur results indicate that professional development measures targeted at strengthening teacher self-efficacy might be an important mechanism to promote parent collaboration, particularly in multi-ethnic education settings.

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Section: Discussionmentioning

confidence: 54%

Section: Teacher-parent Collaboration To Support Language Developmentmentioning

confidence: 53%