A SURVEY OF TEACHERS' AND PRINCIPALS' PRACTICES AND CHALLENGES IN FOSTERING NEW IMMIGRANT PARENT INVOLVEMENT

Q3 Social Sciences

Canadian Journal of Education Pub Date : 2007-01-01 DOI:10.2307/20466667

S. Peterson, Mary Ladky

引用次数: 50

Abstract

This research, using questionnaire and interview data, examined practices and challenges of educators in areas of southern Ontario in fostering immigrant parents’ support for their children’s literacy. Results showed that teachers learn about the language and culture of their students, modify homework assigned to their ESL students, and encourage parents to read to their children in their mother tongue. Teachers need to increase their awareness of parents’ perceptions of authority and the role of their first language for success in their children’s English literacy. Teachers also need to understand parents’ role as co‐teachers at home.

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教师和校长在促进新移民家长参与方面的实践和挑战的调查

本研究采用问卷调查和访谈数据，考察了安大略南部地区教育工作者在培养移民父母对子女读写能力的支持方面的做法和挑战。结果表明，教师了解了学生的语言和文化，修改了给ESL学生布置的作业，并鼓励家长用母语给孩子朗读。教师需要提高他们对家长的权威观念的认识，以及他们的第一语言在孩子英语读写能力方面的作用。教师还需要了解家长在家中作为共同教师的角色。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Canadian Journal of Education Social Sciences-Education

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.