Creating rich language environments for more than one language: A work in progress in Flemish childcare

Gorp, Koen Van; Moons, Caroline

doi:10.1515/eujal-2014-0007

Cited by 11 publications

(14 citation statements)

References 10 publications

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“…In Denmark the nonindigenous population is very diverse, with the largest share of immigrant children coming from Turkey, Lebanon, Pakistan, Iraq, and Somalia (Danmarks Statistik, 2014). A study in Flanders, Belgium, which has similar heterogeneous groups in ECE, revealed that teachers feel ill prepared to deal with immigrant children and their families, mostly because of language difficulties and differing cultural values (Michel & Kuiken, 2014;Van Gorp & Moons, 2014). Recently, Europe has had to deal with increasing immigration of refugees mainly from Syria and Afghanistan (Ministry of Immigration, Integration and Housing, 2016), of which Denmark had an above-average number, which poses even more challenges for professionals working with children and their families.…”

Section: Implications and Future Researchmentioning

confidence: 99%

“…Therefore, it seems timely to better prepare teachers in how to support this new group of children entering preschools and their families. One way could be through professional development, which can be an effective means of enhancing cultural awareness and supporting multilingualism (e.g., Michel & Kuiken, 2014;van Gorp & Moons, 2014).…”

Section: Implications and Future Researchmentioning

confidence: 99%

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Structural and Process Quality of Danish Preschools: Direct and Indirect Associations With Children’s Growth in Language and Preliteracy Skills

Slot

Bleses

Justice

et al. 2018

Early Education and Development

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Structural quality in childcare centers is considered a precondition for process quality, which in turn is related to children's outcomes. However, the evidence on relations between structural and process quality is mixed. Moreover, despite strong theoretical claims, empirical evidence supporting the indirect relation of structural features through process quality on child outcomes is scarce. The current study contributes to the knowledge by (a) investigating the direct relations of structural teacher and classroom features with growth in children's language and preliteracy skills in a sample of more than 3,000 children, (b) studying the associations of process quality with children's outcomes using the widely used Classroom Assessment Scoring System Pre-K observational measure among more than 400 teachers, and (c) testing indirect effects of structural quality through process quality on growth in children's skills. Process quality was generally directly positively associated with gains in children's language and preliteracy skills, whereas structural quality showed few direct relations. In addition, the average level of children's initial language and preliteracy skills were positively related to gains, as was classrooms' proportion of non-Danish children (indirectly through process quality). The results illustrate the complexities of relations between structural and process quality and children's outcomes and warrant further research.

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Section: Implications and Future Researchmentioning

confidence: 99%

Section: Implications and Future Researchmentioning

confidence: 99%

Structural and Process Quality of Danish Preschools: Direct and Indirect Associations With Children’s Growth in Language and Preliteracy Skills

Slot

Bleses

Justice

et al. 2018

Early Education and Development

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“…Most decision makers in Flemish education favor immersion in Dutch as a way of minimizing the presumed negative effects of the lack of Dutch use in immigrant-background families on L2 acquisition and school outcomes. A monolingual ideology prevailing in Flemish education and society underpins the central policy line of maximally expanding exposure to Dutch (Agirdag, 2010;Pulinx et al, 2017;Van Gorp & Moons, 2014). The present study was conducted in the midsize city of Ghent, which over the past six decades has gone through consecutive immigration influxes and is marked by growing levels of ethnolinguistic diversity.…”

Section: Study Settingmentioning

confidence: 99%

Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach

Sierens

Slembrouck

Gorp

et al. 2019

Applied Psycholinguistics

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This study investigates the extent to which internal and contextual factors moderate the linguistic interdependence between receptive vocabulary skills in emergent bilingual children. Such factors are frequently related to first (L1) and second language (L2) skills, but few studies have examined their concurrent influence on the cross-language relationship, or have linked the results to the two main explanatory models for interdependence: common underlying proficiency or individual differences. Using a cross-sectional correlational design, concept comprehension was bilingually assessed in 154 children of Turkish background (aged 4 to 6), attending Flemish preschool. Regression analyses revealed that Turkish L1 vocabulary size significantly predicted Dutch L2 vocabulary size, which is in line with interdependence theories. Age, preschool grade, and L2 use at home positively predicted L2 vocabulary. Newly arrived immigrant status and maternal education (partly) predicted L2 vocabulary negatively, the latter especially in 3rd preschool grade. Concerning moderation, indications were found for weakening interdependence for high L2 use at home (3rd preschool grade) and newly arrived immigrant status. Overall, our findings implicate that interdependence in emergent bilinguals’ vocabulary depends on the examined factors to a limited degree only. Finally, our data point to the individual differences model, rather than the common underlying proficiency model of linguistic interdependence.

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“…It has been suggested that professionals working in these educational settings should acknowledge the diversity in (pre)schools rather than ignoring it, and be responsive to the needs of the culturally diverse group of parents. Moreover, it implies that the teachers should acquire or strengthen their intercultural competences in order to cope with the diversity of parents and children (Van Gorp & Moons, 2014;Michel & Kuiken, 2014;OECD, 2013;Romijn et al, 2020;Young, 2014).…”

Section: Challenges For Establishing and Improving Educational Partnershipsmentioning

confidence: 99%

Immigrant parents’ acculturation strategies and involvement in children’s education

Francot¹

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Interactive acculturationResearch on the acculturation of immigrant and ethnic-cultural minority groups has been strongly influenced by Berry's two-dimensional Integration-Acculturation Model (Berry, 1997). In this framework, acculturation is defined as the interplay of two theoretically independent dimensions: immigrants' preference for maintenance of the heritage culture and language (which can vary from low to high) and their preference for intercultural contact with members of the majority group and more broadly for participation in the majority society (which can also vary from low to high; see Berry et al., 2006). Combined, these orientations result in four types of acculturation strategies: integration (comparatively strong preference for cultural maintenance and comparatively strong preference for intercultural contact and participation in the majority society), assimilation (low preference for cultural maintenance and high preference for majority group contact and participation), separation (high preference for maintenance of the heritage culture together with a strong orientation on the cultural in-group and low majority group contact and societal participation), and marginalization (low preference for cultural maintenance together with limited connection to the in-group and low preference for intercultural contact with the majority group and participation in the majority society). Zagefka et al. (2011), among other scholars, have pointed out that majority group members and the majority society as a whole also have acculturation preferences for immigrants and ethnic-cultural minority groups, which in turn can shape the acculturation strategies of these groups. This view is referred to as the Interactive Acculturation Model (Bourhis et al., 1997;Zagefka et al., 2011). Acculturation of immigrants is seen as an interactive process that is actively co-constructed by both the immigrants and the majority society (Passiatore et al., 2019;Phalet & Baysu, 2020). In this regard, local and national integration policies are of particular interest. Different local and national policies on integration have been identified across Europe and three main models are currently distinguished (Aggestam & Hill, 2008). The assimilation model, also referred to as the 'republican model' (referring to France as a country that exemplifies this model), opts for cultural homogenization, requiring ethnic-cultural minority groups to adopt the predominant national norms and language. The multicultural model, also referred to as the pluralism model, grants rights to ethnic-cultural groups and supports diversity in public institutions, such as education. Finally, the exclusionary model, also known as the separation model, regards immigrants as temporary guest workers with the prospect of returning, while excluding them from full citizenship (Doomernik & Bruquetas-Callejo, 2016;Rodríguez-García, 2010).As stated above, several European countries nowadays opt for an assimilation model in their local and national policies (Malik, 2015). Alth...

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Creating rich language environments for more than one language: A work in progress in Flemish childcare

Cited by 11 publications

References 10 publications

Structural and Process Quality of Danish Preschools: Direct and Indirect Associations With Children’s Growth in Language and Preliteracy Skills

Structural and Process Quality of Danish Preschools: Direct and Indirect Associations With Children’s Growth in Language and Preliteracy Skills

Linguistic interdependence of receptive vocabulary skills in emergent bilingual preschool children: Exploring a factor-dependent approach

Immigrant parents’ acculturation strategies and involvement in children’s education

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