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The Importance of Home Language Nurt...

Forero Castaneda, Sonia Marcela.

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The Importance of Home Language Nurturing within and Beyond School.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Importance of Home Language Nurturing within and Beyond School./
作者:	Forero Castaneda, Sonia Marcela.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	72 p.
附註:	Source: Masters Abstracts International, Volume: 84-11.
Contained By:	Masters Abstracts International84-11.
標題:	English as a second language. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30487822
ISBN:	9798379491734

The Importance of Home Language Nurturing within and Beyond School.
Forero Castaneda, Sonia Marcela.

The Importance of Home Language Nurturing within and Beyond School. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 72 p.

Source: Masters Abstracts International, Volume: 84-11.

Thesis (M.A.)--Greensboro College, 2023.

This item must not be sold to any third party vendors.

Bilingual models of instruction today offer the benefits of developing academic skills while learning a second language, thus rapidly gaining popularity among well-educated Englishdominant families who view bilingualism through an asset-based perspective. While bilingual programs embrace the English language and encourage its nurturing at home as an essential aspect of academic success, monolingual models of instruction still consider non-English home languages an obstacle to socialization and academic achievement. Moreover, the pervasive misconceptions about non-English home languages loss have contributed to deficit thinking about bilingualism among minority non-English speakers who have grappled for generations with constructing their identities as members of the dominant culture and their home culture, often resulting in the abasement of their non-English language to prioritize English. As a result of home language loss, family dynamics undergo a negative transformation that leads to severed relationships between non-English dominant parents and their children which, in turn, hinder communication and parent involvement, leading to low academic achievement. Therefore, when minority non-English families know the benefits of bilingualism and understand how to nurture the home language, they can provide their children with essential support for academic success and thus become agentive participants in closing the academic gap that has contributed to the pervasive deficit thinking about non-English dominant children in schools. 

ISBN: 9798379491734Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

Academic achievement

The Importance of Home Language Nurturing within and Beyond School.
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520 $a Bilingual models of instruction today offer the benefits of developing academic skills while learning a second language, thus rapidly gaining popularity among well-educated Englishdominant families who view bilingualism through an asset-based perspective. While bilingual programs embrace the English language and encourage its nurturing at home as an essential aspect of academic success, monolingual models of instruction still consider non-English home languages an obstacle to socialization and academic achievement. Moreover, the pervasive misconceptions about non-English home languages loss have contributed to deficit thinking about bilingualism among minority non-English speakers who have grappled for generations with constructing their identities as members of the dominant culture and their home culture, often resulting in the abasement of their non-English language to prioritize English. As a result of home language loss, family dynamics undergo a negative transformation that leads to severed relationships between non-English dominant parents and their children which, in turn, hinder communication and parent involvement, leading to low academic achievement. Therefore, when minority non-English families know the benefits of bilingualism and understand how to nurture the home language, they can provide their children with essential support for academic success and thus become agentive participants in closing the academic gap that has contributed to the pervasive deficit thinking about non-English dominant children in schools. 
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