Navigating different cultural beliefs and practices to support immigrant preschoolers and their families: a Bakhtinian textual analysis on preschool teacher and administrator perspectives

Kim-Bossard, MinSoo; Meneses, Alejandra

doi:10.1080/03004430.2018.1455034

Cited by 3 publications

(1 citation statement)

References 19 publications

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“…Reframing such deficit discourses and empowering CLD families should involve hearing and learning about their experiences, strengths, and struggles. Listening to and considering CLD parents' perspectives can provide the foundation for supporting children from marginalized families (Kim-Bossard et al 2019). In 2018, Head Start revised the Parent, Family, and Community Engagement (PFCE) Framework, originally published in 2011.…”

Section: Introductionmentioning

confidence: 99%

Family engagement of Nepali parents of dual language learners at Head Start

Cho

Votava

2021

SN Soc Sci

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This study explored the experiences and perceptions of family engagement of Nepali-speaking parents of dual language learners at Head Start. Using the Head Start family engagement framework and an equitable collaboration perspective, the interviews with 10 families who are Nepali-speaking parents with refugee backgrounds were analyzed. The parents benefited from family engagement at Head Start in particular ways (e.g., positive parent-child relationship, lifelong educators and learners). However, collaboration of teacher and parents was not always equitable. Parents reported that their weak English language competency discouraged their role as advocates and leaders and that teachers' passive approach to bilingual development limited the promotion of inclusiveness and cultural and linguistic responsiveness in the program. Possible resources and strategies towards equitable collaboration are discussed.

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Section: Introductionmentioning

confidence: 99%

Family engagement of Nepali parents of dual language learners at Head Start

Cho

Votava

2021

SN Soc Sci

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Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel

Schwartz

Ragnarsdóttir

Toren

et al. 2023

Linguistics and Education

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Managing newly arrived children's double transition: Towards inclusionary practices in rural Swedish preschools

Löthman

2022

Contemporary Issues in Early Childhood

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This study examines preschool practitioners’ accounts of managing newly arrived children's double transition into rural preschools with little previous experience of migration. The narratives are analysed through Bakhtin's theory of dialogism. The analysis reveals that the practitioners at first found the migrant children's double transition troublesome and challenging. Eventually, they started to reflect critically on their own culturally endorsed beliefs and practices, and took a dialogical approach that helped them to adjust their practices to the needs of the newly arrived children. The results show that in order to support the inclusion of the migrant children, the practitioners themselves had to go through a process that included a change of mindset and a change of practice. Hence, to manage the children's double transition, the practitioners needed to make a dual adjustment.

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Navigating different cultural beliefs and practices to support immigrant preschoolers and their families: a Bakhtinian textual analysis on preschool teacher and administrator perspectives

Cited by 3 publications

References 19 publications

Family engagement of Nepali parents of dual language learners at Head Start

Family engagement of Nepali parents of dual language learners at Head Start

Towards a better understanding of preschool teachers’ agency in multilingual multicultural classrooms: A cross-national comparison between teachers in Iceland and Israel

Managing newly arrived children's double transition: Towards inclusionary practices in rural Swedish preschools

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