Parents' Perceptions of Barriers and Facilitators to Their Children's Multilingual Language Development Before and After the COVID-19 Pandemic.
Multilingual students, according to the deficit framework of "English language learners," are at a disadvantage compared to their monolingual peers. This framework fails to recognize the assets that accompany home language development, referred to as Community Cultural Wealth (Yosso 2005). In this s...
| Publicado en: | Canadian Ethnic Studies Vol. 54; no. 3; pp. 1 - 28 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Canadian Ethnic Studies
2022
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=162014758&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 162014758 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00083496 CES jtl: Canadian Ethnic Studies issn: 00083496 maglogo: N pubinfo: dt: 2022 vid: 54 iid: 3 pid: 419 pub: Canadian Ethnic Studies artinfo: ui: 162014758 10.1353/ces.2022.0018 ppf: 1 ppct: 27 formats: fmt: – @attributes: type: T – @attributes: type: P size: 658KB tig: atl: Parents' Perceptions of Barriers and Facilitators to Their Children's Multilingual Language Development Before and After the COVID-19 Pandemic. aug: au: Gordon, Natalie Demers, Catrine Chehayeb, Rita MacLeod, Andrea A.N. su: Multilingualism English language Content analysis Computer programming COVID-19 sug: subj: Multilingualism English language Content analysis Computer programming COVID-19 keyword: critical race theory développement du language enfants d'âge préscolaire familles minoritaires language development minority families multilingualism multilinguisme preschool children théorie critique de la race ab: Multilingual students, according to the deficit framework of "English language learners," are at a disadvantage compared to their monolingual peers. This framework fails to recognize the assets that accompany home language development, referred to as Community Cultural Wealth (Yosso 2005). In this study, we asked what do parents of multilingual children identify as barriers and facilitators to supporting their children's language development before and during COVID-19? Six semi-structured interviews were conducted online with parents of children between 3 and 5 years old who spoke a language other than English at home. These interviews were recorded, transcribed, and analyzed using the qualitative method of directed content analysis, employing both inductive and deductive coding to identify themes. We organized these themes according to Bronfenbrenner's (1979) Bioecological Model. Results revealed most barriers and facilitators to children's multilingual development are at the microsystem level of the family. The themes were related to attitudes and knowledge, English fluency, exposure, resources, and parents' experiences. Additionally, we found that COVID-19 mostly negatively impacted the child, microsystem, and exosystem. We discuss how these barriers and facilitators are related to the different Capitals of Community Cultural Wealth. Moving forward, this study can contribute to addressing how systems have marginalized families within our community and elevate the knowledge and cultural capital these families offer. Les étudiants multilingues, selon le cadre déficitaire des "apprenants de langue seconde," sont désavantagés par rapport à leurs pairs unilingues. Ce cadre ne reconnaît pas les atouts qui accompagnent le développement de la langue à la maison, appelés la richesse culturelle de la communauté ("Community Cultural Wealth": Yosso 2005). Dans cette étude, nous avons posé la question suivante : qu'est-ce que les parents d'enfants multilingues considèrent comme des obstacles et des facilitateurs pour soutenir le développement langagier de leurs enfants avant et pendant le COVID-19 ? Six entrevues semi-structurées ont été menées en ligne avec des parents d'enfants âgés de 3 à 5 ans parlant une langue autre que l'anglais à la maison. Ces entrevues ont été enregistrées, transcrites et analysées à l'aide de la méthode qualitative d'analyse de contenu, en utilisant un codage inductif et déductif pour identifier les thèmes. Nous avons organisé ces thèmes selon le modèle bioécologique de Bronfenbrenner (1979). Les résultats ont révélé que la plupart des obstacles et des facilitateurs au développement multilingue des enfants se situent au niveau du microsystème de la famille. Les thèmes étaient liés aux attitudes et aux connaissances, à la maîtrise de l'anglais, à l'exposition, aux ressources et aux expériences des parents. De plus, nous avons constaté que la COVID-19 avait surtout un impact négatif sur l'enfant, le microsystème et l'exosystème. Nous discutons de la manière dont ces obstacles et ces facilitateurs sont liés à la richesse culturelle communautaire. Dans l'avenir, cette étude pourra contribuer à aborder la façon dont les systèmes ont marginalisé les familles au sein de nos communautés et à promouvoir les connaissances et le capital culturel qu'offrent ces familles. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Canadian Ethnic Studies is the property of Canadian Ethnic Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Canadian Ethnic Studies holder: Canadian Ethnic Studies dt: @attributes: year: 2022 holdings: @attributes: islocal: N |
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