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首页> 外文期刊>Early Childhood Education Journal >What linguistically diverse parents know and how it can help early childhood Educators: A case study of a dual language preschool community
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What linguistically diverse parents know and how it can help early childhood Educators: A case study of a dual language preschool community

机译：语言上多样化的父母知道什么，以及它如何对幼儿教育者有所帮助：双语幼儿园社区的案例研究

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摘要

While the population of bilinguals and English learners continues to rise in our schools, teachers often feel frustrated with their lack of knowledge about best practices to support their multilingual students’ language, socio-emotional and cognitive development. Teachers’ frustration is compounded by the push for assessments in the early years. The aim of this 24-month ethnographic case study is to explore what information linguistically diverse families hold about their bilingual children’s language development and use, and how this information can help teachers (1) understand formal and informal assessment data, and (2) create linguistically appropriate support for young bilinguals and their families. The research was drawn from an ethnographic case study of a dual language (Italian-English) preschool in a major metropolitan area. The private dual language preschool provided education for ages 2.8 years to 6 years of age. The families who participated in this study were primarily immigrants, bilingual and middle class.
机译：在我们学校中，双语和英语学习者的人数持续增长的同时，教师们常常因缺乏对支持多语言学生的语言，社会情感和认知能力发展的最佳实践的知识而感到沮丧。早些时候要求进行评估的情况加剧了教师的挫败感。这项为期24个月的民族志案例研究的目的是探讨在语言上各异的家庭所掌握的有关双语儿童语言发展和使用的信息，以及这些信息如何帮助教师（1）了解正式和非正式的评估数据，以及（2）创建在语言上为年轻的双语者及其家人提供适当的支持。该研究来自一个主要大都市地区的双语（意大利语-英语）幼儿园的民族志案例研究。私人双语幼儿园提供的教育年龄在2.8岁至6岁之间。参加这项研究的家庭主要是移民，双语和中产阶级。

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