Sociocultural Adaptation for Asian Immigrant English Language Learners

Abstract

This phenomenological study discusses sociocultural adaptation, as one of the findings emerged from the study, among Asian immigrant English language learners (ELLs) and their parents, as well as New Zealand early childhood teachers. The focus of the study is on the analysis of early childhood teachers’ beliefs about how they can support English acquisition among Asian immigrant ELLs and how these beliefs influence the teachers’ practices in early childhood education (ECE) settings as they adapt themselves.The theoretical framework of this research draws on a range of sociocultural perspectives, including (i) the sociocultural positions initially defined by Lev (1978); (ii) the notion of guided participation articulated by Barbara (2003) (iii) theories of second language acquisition discussed by Lantolf and Thorne (2000); and by Krashen (1982); Krashen (1985) and (iv) acculturation as addressed by Berry (2001). The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two ECE centres. Four Asian parents participated in interviews to ascertain the parents’ perspectives about their children’s learning of English and their maintenance of home language. Research methods for the teachers included observations and semi-structured pre- and post-observation interviews. For each centre, observations were carried out over a six week period which enabled a series of snapshots of how the teachers supported the ELLs as they acquired English. The findings were analysed using thematic analysis. The findings revealed that there were dissonances between the teachers’ beliefs and their practices, as well as variation between individual teachers’ beliefs and practices. This study will provide a basis from which to consider how early childhood teachers in New Zealand can draw upon sociocultural perspectives to better support ELLs as they acquire English, while valuing and supporting their linguistic and cultural backgrounds.

Interkorelasi konstruk bagi kemahiran Literasi Awal Kanak-Kanak

“…Ini kerana kemahiran literasi awal merupakan peramal bagi penguasaan membaca dan menulis kanak-kanak pada masa akan datang (Machado, 2016;Ozernov-Palchik et al, 2016). Kemahiran literasi awal juga merupakan aspek penting bagi program pendidikan awal kanak-kanak (PAKK) yang komprehensif dan telah meluas sehingga ke taska (Mazlina et al, 2018(Mazlina et al, , 2019. Kadang kala, maklumat berkaitan pencapaian kemahiran literasi awal kanak-kanak ditafsirkan sebagai gambaran bagi semua aspek pengajaran dalam sesebuah program PAKK (Strickland & Ayers, 2007).…”