Immigrant Parents’ Ideological Positioning on Bilingualism

Song, Kwangok

doi:10.1080/00405841.2019.1599228

Cited by 27 publications

(29 citation statements)

References 31 publications

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“…We did not find any association between parental beliefs and knowledge and their native-born status or English or Spanish proficiencies. These findings challenge the deficit view of the knowledge and practices of immigrant parents ( Song, 2019 ). While being native-born and being proficient in English may be related to higher levels of parental knowledge in other areas of child development (e.g., general development and early language development; Glick et al, 2009 ; Keels, 2009 ; Suskind et al, 2018 ) through more exposure to such knowledge, immigrant parents’ own dual language experiences might provide unique knowledge and skills, as part of the households’ Funds of Knowledge, to support DLLs’ development and learning at school ( González, 2005 ; King and Fogle, 2006 ).…”

Section: Discussioncontrasting

confidence: 59%

Parental Beliefs and Knowledge, Children’s Home Language Experiences, and School Readiness: The Dual Language Perspective

et al. 2021

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Parental beliefs and knowledge about child development affect how they construct children’s home learning experiences, which in turn impact children’s developmental outcomes. A rapidly growing population of dual language learners (DLLs) highlights the need for a better understanding of parents’ beliefs and knowledge about dual language development and practices to support DLLs. The current study examined the dual language beliefs and knowledge of parents of Spanish-English preschool DLLs (n = 32). We further asked how socioeconomic and sociocultural factors were associated with parental beliefs and knowledge, and how parental beliefs and knowledge related to DLLs’ home dual language experiences and school readiness skills as rated by their teachers. Results suggested both strengths and opportunities for growth in parental beliefs and knowledge. Moreover, parents from higher-SES backgrounds reported beliefs and knowledge that were more consistent with scientific evidence. Furthermore, parental beliefs and knowledge was positively related to relative Spanish input at home and negatively related to the frequency of English language and literacy activities. However, parental beliefs and knowledge were not associated with children’s dual language output at home or the frequency of Spanish language and literacy activities. Finally, parental beliefs and knowledge were associated with children’s school readiness skills in Spanish but not in English. Together, these findings highlight the need for culturally responsive interventions and parent education programs, which must recognize both the strengths and areas of improvement in parents of DLLs and support parents to transform knowledge into high-quality language and literacy experiences that benefit DLLs.

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Section: Discussioncontrasting

confidence: 59%

Parental Beliefs and Knowledge, Children’s Home Language Experiences, and School Readiness: The Dual Language Perspective

et al. 2021

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“…Integration policies in many countries currently urge immigrant families to adopt the country's national culture and language, while often ignoring or even denying the value of their heritage culture. Underlying this, is the strong, yet unproven belief that only assimilation will promote integration and upward social mobility, which would also pertain to providing an assimilation oriented education-supportive home environment to children (Song, 2019). However, this belief is contested by research on acculturation showing the psychological advantages of maintenance of the heritage culture and language to at least some extent (Nguyen & Benet-Martínez, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Following a shift towards an assimilationist rather than multicultural integration policy, as has occurred in many European countries in recent years (Malik, 2015), a monolingual national language norm is nowadays often predominant in public and political discourse and also among professionals in education and care services who work with immigrant children and families on a daily basis (Akgündüz et al, 2015;Bezcioglu-Göktolga & Yağmur, 2018b;Eisenchlas & Schalley, 2019;Romijn et al, 2021;Sierens & Van Avermaet, 2017;Slot et al, 2018;). Despite the research evidence that growing up bilingually as such is not detrimental (Hammer et al, 2009;Place & Hoff, 2011) and can have cognitive and social advantages (Barac & Bialystok, 2012;Blom et al, 2014;Goodrich et al, 2014; however for a critical recent review, see Antoniou, 2019), this monolingual norm endorsed by professionals in care and education implicitly, and sometimes rather explicitly, sends out the message that immigrant parents who use L1 at home do not adequately support their children's academic learning at school (Curdt-Christiansen, 2020;Song, 2019). Likewise, society's tolerance of different religions may moderate the effects of religiosity on language choice and intercultural socialization practices of immigrant families.…”

Section: Local and National Integration Policiesmentioning

confidence: 99%

“…The choice of the language or languages to be used at home represents one such challenge. On the one hand, immigrant parents are aware that being able to express oneself proficiently in the majority language (conveniently referred to as L2, the language that immigrant children usually learn second) is important for participation in the wider society (Song, 2019). For example, sufficient command of the country's national language facilitates communication with the teacher of the child, participation in (pre) school activities, and it is critical for supporting children's development and learning in the national language (Hammer et al, 2009;Hoff et al, 2014;Paradis, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…However, current assimilation policies also imply that immigrant families should renounce their own heritage culture and language, and implicitly these policies put the full responsibility for successful integration on the shoulders of the immigrants themselves, while not promoting adaptation of the majority society to the increased diversity (Randeria & Karagiannis, 2020). This may put pressure on immigrant communities, in particular on immigrant families, when parents wish to maintain their own linguistic and cultural practices and values to at least some extent and to pass this cultural heritage on to their children (Song, 2019). Indeed, studies indicate that assimilationist pressure can negatively impact on immigrants wellbeing, feelings of belonging to the country of residence, and national identification (Green et al, 2020;Igarashi, 2019;Nguyen & Benet-Martínez, 2013) and may actually increase the distance between immigrant and majority communities (Brown & Zagefka, 2011;Guimond et al, 2014).…”

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confidence: 99%

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Immigrant parents’ acculturation strategies and involvement in children’s education

Francot¹

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Interactive acculturationResearch on the acculturation of immigrant and ethnic-cultural minority groups has been strongly influenced by Berry's two-dimensional Integration-Acculturation Model (Berry, 1997). In this framework, acculturation is defined as the interplay of two theoretically independent dimensions: immigrants' preference for maintenance of the heritage culture and language (which can vary from low to high) and their preference for intercultural contact with members of the majority group and more broadly for participation in the majority society (which can also vary from low to high; see Berry et al., 2006). Combined, these orientations result in four types of acculturation strategies: integration (comparatively strong preference for cultural maintenance and comparatively strong preference for intercultural contact and participation in the majority society), assimilation (low preference for cultural maintenance and high preference for majority group contact and participation), separation (high preference for maintenance of the heritage culture together with a strong orientation on the cultural in-group and low majority group contact and societal participation), and marginalization (low preference for cultural maintenance together with limited connection to the in-group and low preference for intercultural contact with the majority group and participation in the majority society). Zagefka et al. (2011), among other scholars, have pointed out that majority group members and the majority society as a whole also have acculturation preferences for immigrants and ethnic-cultural minority groups, which in turn can shape the acculturation strategies of these groups. This view is referred to as the Interactive Acculturation Model (Bourhis et al., 1997;Zagefka et al., 2011). Acculturation of immigrants is seen as an interactive process that is actively co-constructed by both the immigrants and the majority society (Passiatore et al., 2019;Phalet & Baysu, 2020). In this regard, local and national integration policies are of particular interest. Different local and national policies on integration have been identified across Europe and three main models are currently distinguished (Aggestam & Hill, 2008). The assimilation model, also referred to as the 'republican model' (referring to France as a country that exemplifies this model), opts for cultural homogenization, requiring ethnic-cultural minority groups to adopt the predominant national norms and language. The multicultural model, also referred to as the pluralism model, grants rights to ethnic-cultural groups and supports diversity in public institutions, such as education. Finally, the exclusionary model, also known as the separation model, regards immigrants as temporary guest workers with the prospect of returning, while excluding them from full citizenship (Doomernik & Bruquetas-Callejo, 2016;Rodríguez-García, 2010).As stated above, several European countries nowadays opt for an assimilation model in their local and national policies (Malik, 2015). Alth...

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Honoring Diverse Cultures Through Family Literacy Approaches That Build Family, School, and Community Partnerships

Miller¹,

Khatib²

2023

The Reading Teacher

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Families play a critical role in promoting students’ literacy development. Family literacy practices refer to oral, written, and reading strategies that impart cultural traditions and knowledge of the world and that occur in the dominant or native language of a family. It is especially important for educators to understand and build upon such practices when working with multilingual, immigrant, refugee, or asylee students who are the first in their family to attend school in a new host country. Unfortunately, teachers frequently report they are at a loss as to how to engage with the adult guardians of these students on joint efforts to encourage reading in a second language. In this review, effective family literacy programs published in the last several decades reported in the U.S. or internationally are analyzed for how they promote early English literacy skills while honoring a family's native language and culture and simultaneously encouraging strong partnerships between homes, schools, and communities. Culturally sustaining pedagogical approaches reflected within these programs provide ideas for how to intentionally encourage future enhancements of family literacy programming and research.

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Immigrant Parents’ Ideological Positioning on Bilingualism

Cited by 27 publications

References 31 publications

Parental Beliefs and Knowledge, Children’s Home Language Experiences, and School Readiness: The Dual Language Perspective

Parental Beliefs and Knowledge, Children’s Home Language Experiences, and School Readiness: The Dual Language Perspective

Immigrant parents’ acculturation strategies and involvement in children’s education

Honoring Diverse Cultures Through Family Literacy Approaches That Build Family, School, and Community Partnerships

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