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EJ965414 - Language Policy and Literacy Practices in the Family: The Case of Ethiopian Parental Narrative Input

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ERIC #:	EJ965414
Title:	Language Policy and Literacy Practices in the Family: The Case of Ethiopian Parental Narrative Input
Authors:	Stavans, Anat
Descriptors:	Language Planning; Syntax; Foreign Countries; Literacy; Immigrants; English (Second Language); Second Language Learning; Social Integration; Parent Child Relationship; Oral Language; Family Environment; Educational Environment; Native Language; Folk Culture; Vocabulary; Language Usage; Second Language Instruction; Cultural Traits; Well Being; Linguistic Input; Multilingualism
Source:	Journal of Multilingual and Multicultural Development, v33 n1 p13-33 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	21
Pub Types:	Journal Articles; Reports - Research
Abstract:	The present study analyses the Family Language Policy (FLP) in regards language literacy development of children in Ethiopian immigrant families. Bridging the gap between linguistic literacy at home and at school hinders a smooth societal integration and a normative literacy development. This study describes the home literacy patterns shaped by internal and external forces in parent-child interaction among 60 Ethiopian families in Israel. Participants performed four extended discourse tasks. The findings indicate that these parents have preferences for certain extended discourses, and that the form and function of these preferred discourses coincide with those needed for better scholastic literacy. Ethiopian parents prefer oral not written discourse as the anchor for their literacy-driven parent-child interaction. They resort to descriptions and folk narratives coinciding with expected vocabulary use and the cannons of narrative syntax in their native language. The need for the institutionalised language education policy to make the "cultural and linguistic affordances" for these families' language policy requires mutual respect and interaction between the two literacy traditions. Legitimacy of the FLP can enhance both child's and parent's confidence and well-being contributing greatly to literacy enhancement and development. (Contains 6 figures, 3 tables, and 3 notes.)
Abstractor:	As Provided
Reference Count:	56

Note:	N/A
Identifiers:	Ethiopia; Israel
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0143-4632
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1080/01434632.2011.638073

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