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- Title
- Addressing homelessness in urban schools.
- Creator
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Wilder, Lynn, Rotz, Elizabeth, Sonntag, Amy W.
- Abstract / Description
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Students who experience homelessness are people first. Like their peers, they have unique hopes, dreams, cultural heritages, abilities, disabilities, and unique personality traits. As urban schools become more sophisticated in developing their support systems for students, it is important that systems stress personalization rather than generalization. Rather than conceptualizing students as homeless as if they belong to a homogeneous group, it is important for school personnel to see students...
Show moreStudents who experience homelessness are people first. Like their peers, they have unique hopes, dreams, cultural heritages, abilities, disabilities, and unique personality traits. As urban schools become more sophisticated in developing their support systems for students, it is important that systems stress personalization rather than generalization. Rather than conceptualizing students as homeless as if they belong to a homogeneous group, it is important for school personnel to see students who are homeless as individual human beings who need personalized support that will meet their academic and social needs. This stance is not intended to trivialize the stress that homelessness can cause but to remind us all that categorization because of a life circumstance may prevent systems of care to design systems that work.
Show less - Date Issued
- 2010-01-01
- Identifier
- fgcu_ir_000251
- Format
- Citation
- Title
- Beyond Johnny Appleseed: Learning English as a New Language Through Ethnically Diverse Literature.
- Creator
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Giambo, Debra, Gonzales, Maria Elizabeth, Thirumurthy, Vidya, Szecsi, Tunde
- Abstract / Description
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Language and culture are intrinsically connected (Banks, 2006; Bennett, 2002; Chaika, 1994; Damen, 1987) and dynamically changing (Banks, 2006). Learning to communicate effectively in a new language involves gaining familiarity with the present-day culture of the country in which one resides. For both learners of a second language and those of a foreign language, this can mean developing an awareness of the changing demographics of the country or countries where the language is spoken. In...
Show moreLanguage and culture are intrinsically connected (Banks, 2006; Bennett, 2002; Chaika, 1994; Damen, 1987) and dynamically changing (Banks, 2006). Learning to communicate effectively in a new language involves gaining familiarity with the present-day culture of the country in which one resides. For both learners of a second language and those of a foreign language, this can mean developing an awareness of the changing demographics of the country or countries where the language is spoken. In this article, the importance of promoting language acquisition through ethnically diverse literature is examined, followed by suggestions for books to use in the classroom and related activities.
Show less - Date Issued
- 2012-07-01
- Identifier
- fgcu_ir_000156, 10.1080/00094056.2007.10522891
- Format
- Citation
- Title
- Bridging Cultural Borders: American Students’ Pedagogical Cross-Cultural Experiences in Hungary.
- Creator
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Greene, Jackie, Vazquez-Montilla, Elia
- Abstract / Description
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In exploring the best practices for preparing new teachers to meet the challenges of the changing demographics present in contemporary classrooms, cross-cultural internship experiences emerge as an important component to teacher training curriculums. The authors present information based on the experiences of American student teachers spending three weeks teaching English and American Culture in Szent István’s Practice School, making presentations to local clubs, churches, libraries, and...
Show moreIn exploring the best practices for preparing new teachers to meet the challenges of the changing demographics present in contemporary classrooms, cross-cultural internship experiences emerge as an important component to teacher training curriculums. The authors present information based on the experiences of American student teachers spending three weeks teaching English and American Culture in Szent István’s Practice School, making presentations to local clubs, churches, libraries, and traveling throughout Hungary. This exchange program presented a great opportunity for the authors to conduct a study related to exploring the impact of the student teaching abroad experience in their teaching dispositions as well as in developing an understanding of working within a culturally and linguistically diverse environment.
Show less - Date Issued
- 2013-01-01
- Identifier
- fgcu_ir_000163, 10.5195/ahea.2013.116
- Format
- Document (PDF)
- Title
- Building a partnership through collaboration, reflection, dialogue.
- Creator
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Elliott, Elizabeth M.
- Abstract / Description
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The qualitative study examined the processes and approaches to collaboration, reflection, and dialogue of preservice and mentoring teachers who were engaged in a yearlong internship experience. Within the context of a university course grounded in constructivism, social constructivism, and the concept of teacher as researcher, the study explored the social interactions of the teachers throughout the course of the school day. Teachers were observed in the process of planning and reflecting on...
Show moreThe qualitative study examined the processes and approaches to collaboration, reflection, and dialogue of preservice and mentoring teachers who were engaged in a yearlong internship experience. Within the context of a university course grounded in constructivism, social constructivism, and the concept of teacher as researcher, the study explored the social interactions of the teachers throughout the course of the school day. Teachers were observed in the process of planning and reflecting on daily classroom activities through collaborative meetings with a focus on the teaching and learning process. The preservice teachers were educated in the use of the main principles described by the Reggio Emilia Approach - collaboration reflection, and dialogue (Edwards, Gandini & Forman, 1998) and thus, served as a guide for the collaborative interactions with the mentoring teachers. © 2004 Elsevier Inc. All rights reserved.
Show less - Date Issued
- 2008-04-01
- Identifier
- fgcu_ir_000150, 10.1080/1090102040240405
- Format
- Citation
- Title
- Building Cultural Bridges.
- Creator
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Greene, Jackie
- Abstract / Description
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Many cultures and languages populate contemporary early childhood and elementary classrooms in the United States. Thus, educators are being challenged to not only meet the needs of English language learners but also to overcome the cultural perceptions formed by the media and marginal textbook information. The College of Education at Florida Gulf Coast University in Fort Myers, Florida, and St. Istevan University in Jazbereny, Hungary, have developed cross-cultural collaborative field...
Show moreMany cultures and languages populate contemporary early childhood and elementary classrooms in the United States. Thus, educators are being challenged to not only meet the needs of English language learners but also to overcome the cultural perceptions formed by the media and marginal textbook information. The College of Education at Florida Gulf Coast University in Fort Myers, Florida, and St. Istevan University in Jazbereny, Hungary, have developed cross-cultural collaborative field experiences to support teacher candidates at both universities in their efforts to develop culturally and linguistically responsive practices. Teacher candidates from Florida Gulf Coast University spent three weeks teaching at St. Istevan's Laboratory School in Hungary, where the curriculum reflects developmentally appropriate, inclusive bilingual education. This dual American-Hungarian internship was completed under the direction of Jackie Greene, Non-Final Internship Coordinator at Florida Gulf Coast University, and Stefan Ildiko, Foreign Language Professor at St. Istevan University and Laboratory School.
Show less - Date Issued
- 2009-10-01
- Identifier
- fgcu_ir_000165
- Format
- Citation
- Title
- Changing perspectives in early childhood education: Recasting the Reggio Emilia Approach.
- Creator
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Elliott, Elizabeth M.
- Abstract / Description
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This national study used descriptive quantitative methods to examine and describe the perceptions and concerns of individuals involved in the process of change through the recasting and the reconceptualization of early childhood education through the Reggio Emilia Approach. The study's participants were faculty, laboratory school staff and graduate students from selected university early childhood teacher education programs. The study used the Stages of Concern Questionnaire developed by Hall...
Show moreThis national study used descriptive quantitative methods to examine and describe the perceptions and concerns of individuals involved in the process of change through the recasting and the reconceptualization of early childhood education through the Reggio Emilia Approach. The study's participants were faculty, laboratory school staff and graduate students from selected university early childhood teacher education programs. The study used the Stages of Concern Questionnaire developed by Hall and associates at the University of Texas (1974) to examine individual concerns about the adoption of an educational innovation, and a Description of Program Questionnaire to examine specific program variables. To gain a deeper perspective on the data, an individual from each university program was also interviewed by telephone. Previous research on the reconceptualization of early childhood education has concluded that collaboration is an essential tenet in organization growth (Fu, Stremmel, & Hill, 2002). The present study yielded a similar portrait in that every university program reported concerns about collaboration, while also maintaining that collaborative efforts were their number one success. The results are discussed in reference to the National Research Council on Teaching and Learning's recommendations for the future of early childhood education.
Show less - Date Issued
- 2008-04-01
- Identifier
- fgcu_ir_000151, 10.1080/1090102050250208
- Format
- Citation
- Title
- Children’s literature to help young children construct understandings about diversity: Perspectives from four cultures.
- Creator
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Szecsi, Tunde, Potter, Gillian, Thirumurthy, Vidya, Salakaja, Manana
- Abstract / Description
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The power of children's literature in enhancing young children's understandings of critical issues in their social worlds is often left untapped by early childhood educators. We live in a complex world. Diversity and differences are the norm, not the exception. Children deserve the opportunity to engage in experiences that enable them to appreciate this diversity and difference while, at the same time, being aware of sameness. Well-chosen children's literature can be a rich resource for...
Show moreThe power of children's literature in enhancing young children's understandings of critical issues in their social worlds is often left untapped by early childhood educators. We live in a complex world. Diversity and differences are the norm, not the exception. Children deserve the opportunity to engage in experiences that enable them to appreciate this diversity and difference while, at the same time, being aware of sameness. Well-chosen children's literature can be a rich resource for educators as they support young children's quest to better understand the world around them.
Show less - Date Issued
- 2009-10-01
- Identifier
- fgcu_ir_000217
- Format
- Citation
- Title
- Concurrent Validity of the Strength-Based Behavioral Objective Sequence.
- Creator
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Wilder, Lynn, Braaten, Sheldon, Wilhite, Kathi, Algozzine, Bob
- Abstract / Description
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An essential task of diagnosticians is the accurate assessment of behavioral skills. Traditionally, deficit-based behavioral assessments have underscored student social skill deficits. Strength-based assessments delineate student competencies and are useful for individualized education program (IEP) and behavioral intervention plan (BIP) formulation, but few of them have been explicated. Assessment that incorporates both deficit-based and strength-based information provides a comprehensive...
Show moreAn essential task of diagnosticians is the accurate assessment of behavioral skills. Traditionally, deficit-based behavioral assessments have underscored student social skill deficits. Strength-based assessments delineate student competencies and are useful for individualized education program (IEP) and behavioral intervention plan (BIP) formulation, but few of them have been explicated. Assessment that incorporates both deficit-based and strength-based information provides a comprehensive view of student abilities and disabilities. This study examined the concurrent validity of a strength-based instrument, the Behavioral Objective Sequence(BOS), by comparing it to a widely-used deficit-based measure, the Child Behavior Checklist-Teacher Report Form(CBCL-TRF); we also examined differences in rating scores across placements for students with emotional and behavioral problems. Reasonable evidence of concurrent validity was obtained and placement scores differed on the BOS but not the CBCL-TRF. Implications of this research suggest that developmental and competency-based behavioral rating scale assessments, like the BOS, offer value over more commonly-used deficit-based measures in determining present levels of functioning and in establishing individual goals and objectives.
Show less - Date Issued
- 2006-01-01
- Identifier
- fgcu_ir_000255, 10.1300/J370v22n01_07
- Format
- Citation
- Title
- Creative drama in preschool curriculum: Teaching strategies implemented in Hungary.
- Creator
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Szecsi, Tunde
- Abstract / Description
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In an imaginary "Agency of Smiles," preschool children pretending to be aid workers are immersed in such activities as typing letters, sending and receiving faxes, answering phones, and negotiating with clients. A mail carrier delivers a letter from an immigrant preschool boy in the Netherlands, who requests help in making friends in his new environment. The employees of "Agency of Smiles" brainstorm about possible solutions. Finally, children send an "ambassador" with the following message: ...
Show moreIn an imaginary "Agency of Smiles," preschool children pretending to be aid workers are immersed in such activities as typing letters, sending and receiving faxes, answering phones, and negotiating with clients. A mail carrier delivers a letter from an immigrant preschool boy in the Netherlands, who requests help in making friends in his new environment. The employees of "Agency of Smiles" brainstorm about possible solutions. Finally, children send an "ambassador" with the following message: "Let your teacher know about your skills, and demonstrate them to your classmates, too. It does not matter that you do not speak the new language; you can sing, draw pictures, or do sports with your new friends. This will make you happy, and other children will realize how wonderful you are."
Show less - Date Issued
- 2008-01-01
- Identifier
- fgcu_ir_000218
- Format
- Citation
- Title
- Developmentally Appropriate Emergent Literacy Activities for Young Children: Adapting the Early Literacy and Learning Model.
- Creator
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Elliott, Elizabeth M., Olliff, Charleen
- Abstract / Description
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Whether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally...
Show moreWhether it be leaping, resisting, or being gently shoved, the field of early childhood education continues moving into the age of accountability. Young children are expected to exhibit many requisite skills prior to kindergarten. Thus, the advancement of pre-reading and writing skills development become one of the many areas of focus for early childhood teachers. This study focused on the advancement of young children’s emergent literacy and letter recognition skills through developmentally appropriate instruction and need based adapted activities using the Early Literacy and Learning Model (ELLM) curriculum. The results suggest that mindfully adapting activities to children’s needs advances children’s emergent literacy development.
Show less - Date Issued
- 2008-06-01
- Identifier
- fgcu_ir_000148, 10.1007/s10643-007-0232-1
- Format
- Citation
- Title
- Disproportionate Representation in Special Education.
- Creator
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Wilder, Lynn, Obiakor, Festus E.
- Abstract / Description
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Principals can play a key role in preventing disproportionate representation of culturally and linguistically diverse students in special education. They can influence identification, assessment, placement, and intervention to ensure that all students—regardless of disability, language differences, race, ethnicity, religion, family status, or socioeconomic status—receive appropriate educational programming. Principals should use multidisciplinary teams that involve parents in...
Show morePrincipals can play a key role in preventing disproportionate representation of culturally and linguistically diverse students in special education. They can influence identification, assessment, placement, and intervention to ensure that all students—regardless of disability, language differences, race, ethnicity, religion, family status, or socioeconomic status—receive appropriate educational programming. Principals should use multidisciplinary teams that involve parents in nondiscriminatory assessment and decision making to ensure that each student is treated with respect and has the opportunity to reach his or her maximum potential, regardless of cultural and linguistic differences..
Show less - Date Issued
- 2003-10-01
- Identifier
- fgcu_ir_000259
- Format
- Citation
- Title
- Distance-Learning in Higher Education: A StatusReport on Teacher Education in Central Europe.
- Creator
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Szecsi, Tunde, Hoot, James L., Miklosne, Ildiko Kis
- Abstract / Description
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An overview of distance teaching in Hungary and other East/Central European countries identified barriers: lack of tuition reimbursement, institutional mergers, limited Internet access, teacher-directed instruction, English proficiency, and technical support. Promising signs are apparent in Hungarian teacher education programs using distance methods.
- Date Issued
- 2003-04-01
- Identifier
- fgcu_ir_000224, 10.1080/07377366.2003.10400254
- Format
- Citation
- Title
- Diverse Teacher Candidates’ Perceptions of and Recommendations for a Special Education Preparation Program.
- Creator
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Wilder, Lynn, Prater, Mary Anne, Cramer, Ashleigh, Carter, Nari J.
- Abstract / Description
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As part of a four-year professional development program centered on increasing special education faculty members’ cultural responsiveness, the faculty members interviewed culturally and/or linguistically diverse (CLD) teacher candidates nearing completion of the special education program at a large Western university. The interviews, which focused on the candidates’ experiences during their time in the program, were conducted in the candidates’ homes. Each interview was audio and/or...
Show moreAs part of a four-year professional development program centered on increasing special education faculty members’ cultural responsiveness, the faculty members interviewed culturally and/or linguistically diverse (CLD) teacher candidates nearing completion of the special education program at a large Western university. The interviews, which focused on the candidates’ experiences during their time in the program, were conducted in the candidates’ homes. Each interview was audio and/or videotaped and transcribed verbatim, then analyzed using the inductive analysis design for qualitative research. The CLD candidates described types of learning activities and professor behaviors that had helped them to be successful. They also contributed suggestions to benefit future CLD candidates, including recommendations for professors and for the program as a whole.
Show less - Date Issued
- 2016-04-19
- Identifier
- fgcu_ir_000249, 10.1515/mlt-2016-0005
- Format
- Citation
- Title
- Diversity in elementary schools in Hungary.
- Creator
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Szecsi, Tunde
- Abstract / Description
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This article reports on views among Hungarian administrators, teacher educators, mentor teachers and teacher candidates concerning diversity, and explores their related life experiences. The views of 28 participants were examined with Q methodology and follow-up interviews. Results of the Q methodology suggest there were three distinguishing viewpoints. Viewpoint 1 tended to be supportive of diversity issues, Viewpoint 2 appeared to have ethnocentric attitudes, and Viewpoint 3 tended to be...
Show moreThis article reports on views among Hungarian administrators, teacher educators, mentor teachers and teacher candidates concerning diversity, and explores their related life experiences. The views of 28 participants were examined with Q methodology and follow-up interviews. Results of the Q methodology suggest there were three distinguishing viewpoints. Viewpoint 1 tended to be supportive of diversity issues, Viewpoint 2 appeared to have ethnocentric attitudes, and Viewpoint 3 tended to be culturally sensitive, yet, focused on family responsibilities. Follow-up interviews indicated that the life-experiences of participants associated with the three viewpoints were significantly dissimilar. This investigation provides directions in developing more effective teacher preparation to better address the challenges of increasingly diverse students in Hungary.
Show less - Date Issued
- 2008-01-01
- Identifier
- fgcu_ir_000219
- Format
- Document (PDF)
- Title
- Does diversity education make a difference in teacher education?.
- Creator
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Szecsi, Tunde, Giambo, Debra
- Abstract / Description
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This study examined (1) factors influencing pre-service teachers' diversity-related beliefs; (2) sensitivity toward diversity; (3) relationship between personal/professional diversity beliefs; and (4) the effect of diversity-related courses on diversity issues. Participants included junior level students enrolled in a diversity-related course as part of a teacher preparation program. Data collection involved pre- and post-surveys. Results indicated: (1) The number of diversity courses, cross...
Show moreThis study examined (1) factors influencing pre-service teachers' diversity-related beliefs; (2) sensitivity toward diversity; (3) relationship between personal/professional diversity beliefs; and (4) the effect of diversity-related courses on diversity issues. Participants included junior level students enrolled in a diversity-related course as part of a teacher preparation program. Data collection involved pre- and post-surveys. Results indicated: (1) The number of diversity courses, cross-cultural experiences, and ability to speak another language correlated with some diversity beliefs; (2) Personally, participants showed high sensitivity to race, ability, gender, and cultural diversity; while professionally, participants demonstrated low gender sensitivity and high sensitivity to race, ability, sexual orientation, cultural diversity, and language; (3) More personal than professional sensitivity on issues of race, ability, gender, and cultural diversity was demonstrated, while participants showed more professional than personal sensitivity to language and sexual orientation; and (4) There was significant change on personal language beliefs over the course of the semester.
Show less - Date Issued
- 2007-01-01
- Identifier
- fgcu_ir_000220
- Format
- Citation
- Title
- Encouraging critical thinking and professional reading with literacy bags.
- Creator
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Greene, Jackie, Serro, Linda C.
- Abstract / Description
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Students enrolled in college courses are typically expected to read one or more textbooks per course. While the course text may be comprehensive, the author’s approach may be narrow in focus, disregarding diverse perspectives on the subject. In addition, the limited genre presented in textbooks (i.e., nonfiction, expository) is not likely to encourage a desire for professional reading in students. To address these issues, two faculty members incorporated a Literacy Bag Project into their...
Show moreStudents enrolled in college courses are typically expected to read one or more textbooks per course. While the course text may be comprehensive, the author’s approach may be narrow in focus, disregarding diverse perspectives on the subject. In addition, the limited genre presented in textbooks (i.e., nonfiction, expository) is not likely to encourage a desire for professional reading in students. To address these issues, two faculty members incorporated a Literacy Bag Project into their education courses at both graduate and undergraduate levels. The Literacy Bag activity involves students reading diverse genres in a variety of texts throughout the semester. Students select a different book each week, read one chapter/section, and reflect on the reading via journal writing and/or verbal discussions. This study examined students’ perception of the Literacy Bag activity, as well as impact on critical thinking and professional literacy. Results indicate students at both the graduate and undergraduate levels: (1) plan to continue professional reading beyond the course; (2) engage in critical thinking; (3) enjoyed the activity and recommended the activity continue to be implemented. Analysis of student responses identified critical themes for success with the Literacy Bag activity: choice, perspective sharing, motivation, and classroom applications.
Show less - Date Issued
- 2015-02-26
- Identifier
- fgcu_ir_000164, 10.2174/1874916X01509010065
- Format
- Document (PDF)
- Title
- ESOL in every minute of the school day.
- Creator
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Szecsi, Tunde, Manning, Maryann, Giambo, Debra
- Abstract / Description
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Five kindergarten students, who speak Spanish and Haitian Creole, sit around a table during the daily 15-minute English for Speakers of Other Languages (ESOL) session with an ESOL assistant. This is the only time during their day when they receive instruction geared toward their needs as ESOL students. The ESOL assistant reads out questions, such as, “What is this?,” and the students respond in full sentences, “This is a book.“ The children, who can use only a little English when they...
Show moreFive kindergarten students, who speak Spanish and Haitian Creole, sit around a table during the daily 15-minute English for Speakers of Other Languages (ESOL) session with an ESOL assistant. This is the only time during their day when they receive instruction geared toward their needs as ESOL students. The ESOL assistant reads out questions, such as, “What is this?,” and the students respond in full sentences, “This is a book.“ The children, who can use only a little English when they interact with their English-speaking classmates are frustrated and bored.
Show less - Date Issued
- 2004-01-01
- Identifier
- fgcu_ir_000160, 10.1080/00094056.2005.10522250
- Format
- Citation
- Title
- Ethnically diverse faculty in higher ed: Belonging, respect, and role as cultural broker.
- Creator
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Vazquez-Montilla, Elia, Wilder, Lynn, Triscari, Robert
- Abstract / Description
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The authors have completed a pilot study of the state of diverse faculty in higher education in the United States. Inquiries included the areas of belonging (if and how they developed a sense of belonging), professional respect (how colleagues regarded their achievements), and the role of cultural broker (how they functioned as cultural brokers in positions of influence and with diverse students). Initial results suggest that some diverse faculty members believe that racism is alive and well...
Show moreThe authors have completed a pilot study of the state of diverse faculty in higher education in the United States. Inquiries included the areas of belonging (if and how they developed a sense of belonging), professional respect (how colleagues regarded their achievements), and the role of cultural broker (how they functioned as cultural brokers in positions of influence and with diverse students). Initial results suggest that some diverse faculty members believe that racism is alive and well in higher education today. Others emphasize the challenge of adapting and belonging in higher education while retaining their unique cultural voices and having those voices be heard and utilized in movement toward cultural pluralism in the institutional environment of higher education..
Show less - Date Issued
- 2012-04-01
- Identifier
- fgcu_ir_000227, 10.1515/2161-2412.1097
- Format
- Citation
- Title
- Evaluating “Quality” Methods of Filling the “Teacher Gap”: Results of a Pilot Study with Early Career Teachers.
- Creator
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Isaacs, Madelyn, McConney, Andrew, Wachholz, Patricia, Greene, Patrick, Greene, Marci, Elliott, Elizabeth M.
- Abstract / Description
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Challenges for meeting the highly-qualified teacher demand, exacerbated by the critical shortage of teachers, have necessitated a variety of preparation routes for those entering the profession of teaching. This pilot study examined teacher confidence and self efficacy related to teacher preparedness within the first three years of employment. Specifically, the study examined preparation experience perceptions of early career teachers. All teachers who were employed three years or less from...
Show moreChallenges for meeting the highly-qualified teacher demand, exacerbated by the critical shortage of teachers, have necessitated a variety of preparation routes for those entering the profession of teaching. This pilot study examined teacher confidence and self efficacy related to teacher preparedness within the first three years of employment. Specifically, the study examined preparation experience perceptions of early career teachers. All teachers who were employed three years or less from three Florida school districts were invited to participate. Data were analyzed and aggregated according to teacher preparation type – traditional or non-traditional (alternative) program. Participants indicated their likelihood of remaining in the program, district, and school as well as their degrees of confidence in preparation for the competencies identified. Overall results as well as differences between those who completed a traditional teacher preparation program and those with a non-traditional teacher preparation program are presented. Implications for training priorities and replicating research are discussed.
Show less - Date Issued
- 2007-10-01
- Identifier
- fgcu_ir_000149
- Format
- Citation
- Title
- For Parents Particularly: Parents Can Guide Children through the World of Two Languages.
- Creator
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Giambo, Debra, Szecsi, Tunde
- Abstract / Description
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Many parents in the United States who speak and value a language other than English feel torn between wanting their children to develop age-appropriate fluency and literacy in the language of their heritage, and wanting their children to acquire English as quickly and flawlessly as possible. They ask themselves many language-related questions, such as, ”If I speak a language other than English to my child, will I make it harder for him/ her to acquire English?” and, conversely, “If I speak to...
Show moreMany parents in the United States who speak and value a language other than English feel torn between wanting their children to develop age-appropriate fluency and literacy in the language of their heritage, and wanting their children to acquire English as quickly and flawlessly as possible. They ask themselves many language-related questions, such as, ”If I speak a language other than English to my child, will I make it harder for him/ her to acquire English?” and, conversely, “If I speak to my child in English at home, how will s/he acquire our heritage language?”
Show less - Date Issued
- 2012-07-25
- Identifier
- fgcu_ir_000158, 10.1080/00094056.2005.10522263
- Format
- Citation
