عنوان

An Examination of Francophone African-Born Adult Immigrant Family Members' Narratives regarding Their Children's Early Language and Literacy Development

شماره

TLpq2305028210

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

An Examination of Francophone African-Born Adult Immigrant Family Members' Narratives regarding Their Children's Early Language and Literacy Development

نام عام مواد

[Thesis]

نام نخستين پديدآور

Joyce-Bernard, Kimberly M.

نام ساير پديدآوران

Naso, Paul

نام ناشر، پخش کننده و غيره

Lesley University

تاریخ نشرو بخش و غیره

2019

نام خاص و کميت اثر

362

جزئيات پايان نامه و نوع درجه آن

Ph.D.

کسي که مدرک را اعطا کرده

Lesley University

امتياز متن

2019

متن يادداشت

This narrative study explored the perspectives of six Francophone African-born family members who have pre-school aged children attending early childhood care and education settings in the Little Senegal section of Harlem in New York City. It examined the personal experiences they reported regarding their own early language and literacy development, their descriptions of home factors that mediated their children's language and literacy acquisition, and their reports of the ways in which they experienced the efforts of educators within early childhood care and education settings. A qualitative narrative method framed the study. Purposeful sampling was utilized to identify research participants, and semi-structured interviews were employed. Presentations of individual narratives, as well as an inclusive thematic analysis, were the basis of the findings. The study found that oral traditions and multilingualism were prevalent in the lives of the Francophone African-born parents as children and continued to be valued in their lives as adults. The study also discovered the complex manner in which participants foster an environment in their homes for sustaining their heritage languages while simultaneously supporting English language development, but their narratives indicate a tension resulting from striving to satisfy both aims. Finally, this study found that the interchanges of participants with early childhood care and education setting educators were largely one-way and prescriptive and ignored the multicultural heritage and bi/multilingualism of families. The implications of this study suggest how a recognition of the complex nature of the identities, multinational migration patterns, and multilingual backgrounds of African-born immigrants potentially inform pedagogy, curricular decisions, policy, and scholarship.

موضوع مستند نشده

African American studies

موضوع مستند نشده

Early childhood education

موضوع مستند نشده

English as a second language--ESL

موضوع مستند نشده

Multicultural education

مستند نام اشخاص تاييد نشده

Joyce-Bernard, Kimberly M.

مستند نام اشخاص تاييد نشده

Naso, Paul

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y