Preschool Latino Immigrant Children: Using the Home Language as a Resource for Literacy Learning

Soltero-González, Lucinda

doi:10.1080/00405840903192771

Cited by 19 publications

(11 citation statements)

References 12 publications

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“…In addition, the parents stated that they emphasized learning of the mother tongue at home by speaking it, reading books, and singing songs. The practices in the daycare center are in agreement with research findings that support using the mother tongue as a resource for literacy learning (Soltero-González, 2009) and suggest that bilingualism is a mental asset (Kroll & Bialystok, 2013). Additionally, the general attitude of learning Finnish was very positive and seen as essential; moreover, the importance of children knowing Finnish when they start school was highlighted.…”

Section: Promoting Cultural and Linguistic Diversitysupporting

confidence: 72%

Immigrant Parents’ Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context

Lastikka

Lipponen

2016

IJME

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Section: Promoting Cultural and Linguistic Diversitysupporting

confidence: 72%

Immigrant Parents’ Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context

Lastikka

Lipponen

2016

IJME

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“…The amount of teacherchild interaction that multilingual children have with their teacher during a day was found to be limited (Sullivan et al, 2015), especially for girls (Jule, 2002), but the amount was still found to be a positive predictor of child language outcomes (Verhoeven, 1991). Soltero-González (2009) found that teachers used simplified speech in interaction with multilingual children. Teachers were most often the initiators of interactions, and children often only gave short responses (Martin-Jones & Saxena, 1996).…”

Section: Instructional Supportmentioning

confidence: 95%

“…Six articles in Category C focused on instructional support. Again, they showed that teachers made use of materials to support the interaction with multilingual children (Soltero-González, 2009). Teachers, for example, used visual aids to teach basic concepts, such as shapes, colors, and numbers.…”

Section: Instructional Supportmentioning

confidence: 99%

A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

Langeloo

Lara

Deunk

et al. 2019

Review of Educational Research

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Teacher-child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher-child interactions that multilingual children are exposed to, and of how they differ from teacherchild interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher-child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers.

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“…It is not certain whether this last finding also holds true for younger children in childcare. It is important to investigate the effects of Chinese language on social competence among preschoolers because many children from immigrant families who start kindergarten only speak their heritage languages (Clarke, 2009;Soltero-Gonzalez, 2009). Given that their English skills are just emerging and they may still rely on Chinese language and communicative skills developed from Chinese language for social interactions, it may be assumed that it is positively associated with social competence.…”

Section: Introductionmentioning

confidence: 99%

Social competence of Mandarin-speaking immigrant children in childcare

Ren

2014

Early Child Development and Care

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This study aims to examine social competence of Chinese immigrant children and its associations with age, length of attendance in childcare, gender, generational status and proficiencies in English and Mandarin Chinese. One hundred Mandarin-speaking children aged three to five years from 15 childcare centres in Sydney were assessed by normed English and Mandarin tests. Childcare educators rated the children's social competence questionnaires. The results indicated that Chinese children performed well in social competence although the children aged three years had a higher anxiety level than the normative sample. Age, length of attendance in childcare, gender and generational status were associated with some subscales of the social competence measure. English level was associated negatively with hyperactivity, atypicality, withdrawal, somatisation and attention problems but positively with adaptability, social skills and functional communication. Mandarin level was associated positively with somatisation but negatively with withdrawal. Possible explanations of these associations are discussed with the literature.

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Preschool Latino Immigrant Children: Using the Home Language as a Resource for Literacy Learning

Cited by 19 publications

References 12 publications

Immigrant Parents’ Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context

Immigrant Parents’ Perspectives on Early Childhood Education and Care Practices in the Finnish Multicultural Context

A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

Social competence of Mandarin-speaking immigrant children in childcare

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