Facilitating Intercultural Communication in Parent–Teacher Conferences: Lessons From Child Translators

García‐Sánchez, Inmaculada M.; Orellana, Marjorie Faulstich; Hopkins, Megan

doi:10.1080/15210960.2011.594387

Cited by 21 publications

(11 citation statements)

References 12 publications

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“…The largest disparity between teachers and ex-CLBs, when looking at statements about "disadvantages," referred to the child feeling it is inappropriate to say boastful things about themselves, so that they do not translate accurately when teachers praise them or describe their best achievements. This sentiment has been evidenced elsewhere by Garcia-Sanchez, Orellana & Hopkins (2011) who analysed the audio recordings of eleven parent-teacher conferences. They found that "downgrading teachers' praise"was a dominant pattern of communication by the child language brokers.…”

Section: Outcomes From the Surveymentioning

confidence: 76%

Young Adult Language Brokers’ and Teachers’ Views of the Advantages and Disadvantages of Brokering in School

Crafter

Cline²,

Prokopiou

2017

Language Brokering in Immigrant Families

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She has a Ph.D. in Cultural Psychology and Human Development and her theoretical and conceptual interests are grounded in sociocultural theory, transitions, critical or contested ideas of 'normative' development and cultural identity development. Her work with child language brokers grew out of broader interest in the constructions or representations of childhood in culturally diverse settings. Tony Cline is a member of the Educational Psychology Group at University College London (UCL) and contributes to its Professional Doctorate for experienced Educational Psychologists. He initially worked in inner city and suburban areas around London as an educational psychologist. Subsequently he moved into higher education, where he has led professional training in Educational Psychology at UCL and headed the Department of Psychology at the University of Luton before returning to UCL to take up his present post in September 2004. His publications have covered a wide range of subjects, including child language brokering, the education of bilingual children, psychological assessment, dyslexia and selective mutism. He is co-author of the textbook Special Educational Needs, Inclusion and Diversity.

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Section: Outcomes From the Surveymentioning

confidence: 76%

Young Adult Language Brokers’ and Teachers’ Views of the Advantages and Disadvantages of Brokering in School

Crafter

Cline²,

Prokopiou

2017

Language Brokering in Immigrant Families

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“…Participants in this study suggested ways to promote access to program content, including ensuring that translators are present during the parent sessions. In turn, this might encourage increased participation from non-English speaking parents (García-Sánchez et al, 2011 ). Increasing access to the program and decreasing barriers to participation are both important ways that school districts could increase the cultural responsiveness of future transition programs (Ansari et al, 2018 ; Galindo & Sheldon, 2012 ; Hammond, 2015 ; Hornby & Lafaele, 2011 ).…”

Section: Discussionmentioning

confidence: 99%

Family Perceptions of Participating in a Structured Summer Kindergarten Transition Program

Merideth

Cavanaugh

Romas

et al. 2021

Early Childhood Educ J

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Many school districts provide one-time transition events to help students prepare for the rigors of kindergarten; yet, research shows families desire additional information and opportunities to help their children thrive once school begins. Researchers for this study interviewed 39 parents whose children participated in a three-week structured kindergarten transition program designed to promote parental involvement in school, reduce students’ chronic absenteeism, and increase children’s readiness for kindergarten. All interviewees expressed that participating in the program yielded benefits for themselves and their children. Respondents shared that meeting education staff members early during the summer, familiarizing themselves with the layout and routines of their schools, and building stronger social connections with other families were of particular value in helping them prepare for the start of kindergarten. Similarly, understanding kindergarten expectations more thoroughly and acquiring tools to support their children at home were deemed especially beneficial for those families who had not previously participated in preschool or other structured school opportunities. In addition to positive feedback, participants proposed various ways that adjusting the program could better meet the needs of all stakeholders. Suggestions included increasing the length of the student sessions, improving communication between district and families, re-structuring the parent information sessions to be more conducive to working families, and staffing the program with more individuals who would stay on as teachers during the transition from summer to fall. Parent suggestions from this study were synthesized into multiple implications for practice and substantiated by current relevant literature.

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“…Researchers are occupied mapping the field of intercultural communication, based on qualitative social research (Corbin & Strauss, 2008), and tracing trends and developments within the field (Otten & Geppert, 2009). Many authors produce books (Berkenbusch, 2009; Gudykunst, 2005; Hofstede & Hofstede, 2005) and theories, and give practical facilitation (Garcia-Sanchez, Orellana, & Hopkins, 2011) regarding challenges that emerge on the international level (Hofstede, 1993; Markus, Majchrzak, & Gasser, 2002), on the organizational level (Deal & Kennedy, 1999; Schein, 1985, 2000), and on the individual level (Vygotskij & Cole, 1978), both within an open and a closed system.…”

Section: Theoretical Considerationsmentioning

confidence: 99%

Models of Intercultural Communication

Al-Araki

2015

Sage Open

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The research question addressed in this article is, "To which extent does intercultural communication depend on selfunderstanding, accumulated during the process of socialization, as well as the feeling of safety?" This question may have received less attention from researchers. This article draws upon modern and classical theories to explain the concept of self-understanding and the feeling of safety conceived in two meta-analytical models of socialization. The models were applied in a longitudinal study. They will be explained in detail, and the findings of the study will be discussed. by guest on June 5, 2016 Downloaded from SAGE Open process of socialization, affect communication. Reflection is based on the Backpack metaphor and the Ladder metaphor, two meta-analytical models that draw upon theories from philosophy and history. 1 The second objective of the article is to confirm the applicability of these models. Comparative View: Cultural complexity is often visualized through models and metaphors that decipher patterns of interaction within a certain context (Erez & Gati, 2004). Models take the form of Venn diagram, Yin and Yang, or circles drawn into one another illustrating dimensions such as micro, meso, exo, and macro (Bronfenbrenner, Lerner, Hamilton, & Ceci, 2005). As to metaphors, Bradley Wiggins mentions the following: The Iceberg Metaphor, the Onion metaphor, the Genealogical Tree, the Rhizome, or the rootstock, and the Cage Metaphor. He says that the most common trait here "is the ability to convey visually the abstract notion that culture is a collection of experiences and ways to perceiving reality from the standpoint of the individual" (Wiggins, 2012, p. 554). The present article adds the Backpack metaphor to explain the process of socialization that starts at pre-natal period and the Ladder metaphor to highlight six premises for fruitful communication. Research Question:To which extent does intercultural communication depends on self-understanding, accumulated during the process of socialization, and the feeling of safety during communication?If people could communicate and enjoy the company of one another whenever they sense self-esteem and feel safe, then there must be circumstances at home or abroad where this does not apply. The plausible question here is, "Which circumstances inhibit intercultural communication?" This article attempts to answer these questions based on purposive data collection.

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Facilitating Intercultural Communication in Parent–Teacher Conferences: Lessons From Child Translators

Cited by 21 publications

References 12 publications

Young Adult Language Brokers’ and Teachers’ Views of the Advantages and Disadvantages of Brokering in School

Young Adult Language Brokers’ and Teachers’ Views of the Advantages and Disadvantages of Brokering in School

Family Perceptions of Participating in a Structured Summer Kindergarten Transition Program

Models of Intercultural Communication

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