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  • Nhan đề: The impact of Dutch teachers on family language policy of Turkish immigrant parents /
Tác giả CN Irem Bezcioglu-Göktolga.
Nhan đề The impact of Dutch teachers on family language policy of Turkish immigrant parents / Irem Bezcioglu-Göktolga, Kutlay Yagmur.
Thông tin xuất bản 2018
Mô tả vật lý p. 220-234
Tóm tắt In talking about family language policy in the Turkish immigration context in the Netherlands, teachers emerged as the key actors in shaping parental language choices and practices. Previous research has shown that teachers take a central role in the implementation of school language policy but there is not much research on the influence of mainstream teachers on language practices of minority parents in the home context. In this paper, we will combine the evidence derived from observations on 20 families, interviews with 35 parents and with 5 classroom teachers in Eindhoven, the Netherlands. Findings show that there is a serious degree of mismatch between parental aspirations regarding teachers’ professional advice for parents and teacher expectations regarding parental role in the schooling of immigrant children and the use of home language. The interaction between parental beliefs and teachers’ opinions show diverging attitudes towards the value of heritage language, schooling and parental participation.
Thuật ngữ chủ đề Language ideology
Từ khóa tự do Giáo viên.
Từ khóa tự do Bilingualism.
Từ khóa tự do Turkish immigrants.
Từ khóa tự do Song ngữ.
Từ khóa tự do Language ideology.
Từ khóa tự do Dutch teachers.
Từ khóa tự do Family language policy.
Từ khóa tự do Language beliefs.
Từ khóa tự do Teacher agency.
Từ khóa tự do Tư tưởng ngôn ngữ.
Tác giả(bs) CN Yagmur, Kutlay.
Nguồn trích Language, Culture and Curriculum - Volume 31, 2018 - Issue 3
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0410 |aeng
044 |aspa
1001 |aIrem Bezcioglu-Göktolga.
24510|aThe impact of Dutch teachers on family language policy of Turkish immigrant parents / |cIrem Bezcioglu-Göktolga, Kutlay Yagmur.
260|c2018
30010|ap. 220-234
520 |aIn talking about family language policy in the Turkish immigration context in the Netherlands, teachers emerged as the key actors in shaping parental language choices and practices. Previous research has shown that teachers take a central role in the implementation of school language policy but there is not much research on the influence of mainstream teachers on language practices of minority parents in the home context. In this paper, we will combine the evidence derived from observations on 20 families, interviews with 35 parents and with 5 classroom teachers in Eindhoven, the Netherlands. Findings show that there is a serious degree of mismatch between parental aspirations regarding teachers’ professional advice for parents and teacher expectations regarding parental role in the schooling of immigrant children and the use of home language. The interaction between parental beliefs and teachers’ opinions show diverging attitudes towards the value of heritage language, schooling and parental participation.
65000|aLanguage ideology
6530 |aGiáo viên.
6530 |aBilingualism.
6530 |aTurkish immigrants.
6530 |aSong ngữ.
6530 |aLanguage ideology.
6530 |aDutch teachers.
6530 |aFamily language policy.
6530 |aLanguage beliefs.
6530 |aTeacher agency.
6530 |aTư tưởng ngôn ngữ.
7001 |aYagmur, Kutlay.
7730 |tLanguage, Culture and Curriculum |gVolume 31, 2018 - Issue 3
890|a0|b0|c0|d0
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