Chinese Immigrant Families’ Aspirations for Home Language Retention and Children’s Early Bilingual Education in New Zealand’s Social Spaces

Show simple item record Chan, Angel
dc.coverage.spatial Online 2022-02-14T03:16:13Z 2022-02-14T03:16:13Z 2021-11-12
dc.description.abstract New Zealand has a large population of immigrants, 27.4% of its residents were born overseas, and the country is home to more than 160 languages (Statistics New Zealand, 2019). The enrolment of Chinese children in early childhood education (ECE) settings has increased significantly over the years. These children are likely to use English as an Additional Language (EAL). The New Zealand early childhood curriculum promotes many language discourses, including embracing children’s home languages in ECE settings (Ministry of Education, 2017). Previous research suggests that children with an EAL background should be encouraged to use home language at home and ECE settings (Podmore et al., 2016). This presentation will use findings from a qualitative study to illustrate nuanced relationships between dominant language discourses in New Zealand ECE and Chinese immigrant families’ aspirations for children’s language learning. The study analysed institutional documents to identify language discourses promoted in New Zealand ECE. It also used individual interviews with a group of Chinese immigrant parents to investigate their aspirations for home language retention and children’s bilingual learning. The two data sets revealed (mis)alignments between institutional and parental aspirations. This presentation will use theoretical constructs of social spaces to highlight complex relations between public and private spaces concerning the role of home language and bilingual learning in New Zealand ECE and the importance of developing policies and pedagogies that support interactions and learning across the two spaces.
dc.relation.ispartof International Conference on Community/Heritage Languages Education
dc.relation.ispartof Symposium: Home Language and Multilingual Support to Preschoolers in Early Childhood Education Settings and Community Language Schools
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.
dc.title Chinese Immigrant Families’ Aspirations for Home Language Retention and Children’s Early Bilingual Education in New Zealand’s Social Spaces
dc.type Presentation 2022-01-17T07:32:28Z
dc.rights.holder Copyright: The author en
pubs.finish-date 2021-11-13
pubs.start-date 2021-11-11
dc.rights.accessrights en
pubs.subtype Conference Oral Presentation
pubs.elements-id 880045

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