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Home and school: patterns of and practices in language use (Bilingual…
Home and school: patterns of and practices in language use
Differences between home and school in children's reading and language education
Home
More learning took place at home rather than school (Tizard and Hughes, 1984)
Conversations with mothers (Tizard and Hughes, 1984)
Talking about events outside the present contexts e.g. past, future and present (Tizard and Hughes, 1984)
use more decontextualized language (Tizard and Hughes, 1984)
wider range of interesting topics (Tizard and Hughes, 1984)
Ask questions to get children to justify their actions and meanings (Tizard and Hughes, 1984)
Allows children to process their thoughts (Tizard and Hughes, 1984)
Benefits of mother/child conversations
Creation of 'passages of intellectual search' in which children showed persistent, logical thinking and determination to understand apparent irregularities in their experience and so to extend their knowledge of the world and become active thinkers (Tizard and Hughes, 1984)
Children
Ask questions with topics of a wider range and or interest (Tizard and Hughes, 1984)
Talk more with their mothers than school adults because of the smaller ration (Tizard and Hughes, 1984)
Reading and talking about books
Positive
Questions and responses routinized into habits
Lead to early schooling success
Ways of reading and talking about books is the same as valued in school
No mismatch between home and school environments
Envelop students in day-to-day social interactions consisting of reason-explanations rather than what-explanations
children pick up words and vocabularies
greater higher-order thinking and narrative skills
Negative
Ask questions which focuses on labeling and 'what explanations'
maintain low cognitive and linguistic level without extension and decontextualisation
children have passive roles
success in reading fall away rapidly due to unfamiliarity with more linguistically and cognitively complex questions and reading habits
never read bedtime stories
children could not demonstrate reading in ways required by schools in the early years
School
Conversations with teachers focus on 'here and now' (Tizard and Hughes, 1984)
Teachers use questions as an educational technique for educational intent (Tizard and Hughes, 1984)
Seek specific answers to their questions (Tizard and Hughes, 1984)
Children understand their role as an answerer to questions rather than an involver of conversations or askerer (Tizard and Hughes, 1984)
Children talk more with other children than adults (Tizard and Hughes, 1984)
Bilingual education
School
ways of teaching using ideas of cultural capital, habitus and discursive agency help children in their learning of language
Patterns of interaction in classrooms affects students to varied effects
School failure of bilingual students is located in the individual child and seen as a failure in ability of lack of effort instead of familial advantage
Learning English is encouraged to be learnt with translations from children's own native language to facilitate easier learning and understanding
Home
Mothers draw on their background knowledge and experiences to teach children
Direct and explicit approach
Questions to test understanding
Reading aloud strategy
Give very clear instructions on what children are expected to do
Give explanations
Parents
Level of education is an important contribute to children's school success
Type of work is more important as determines their availability and involvement in children's literacy activities
Beliefs are very important in how families use their family capital to help their children learn
Acculturation and commitment to host education system is important in how parents use their family capital
Spend more time with children to compensate for fewer resources
Difference in cultural assumptions about teaching and learning
Different teaching style based on the communities
Different literacy systems and learning practices utilized and valued based on their cultures and pedagogical approaches
Children are not confused by learning to be literate in different languages
Children view languages as symbolic systems
Children develop metacognitive awareness which helps in using and retaining complex skills
Children understand what was required and valued in each language learning cultures
Children develop knowledge from their parallel language classes which is helpful in future education
Family and community
Crucial resources to children's bilingual and biliteracy acquisition
Example: family members, grandparents, friends, church, alumni
Types of capital
Family capital
Defined as the social networks and education of parents available for use in the home literacy development of children
Cutural capital
Defined as individuals being socialised into a habitus: attitudes, ways of thinking and behaving, language practices etc.
Social capital
Defined as the possession of resources and social connections
Standardization
MOE designs curriculum to make it more standardized
Teaching in classrooms becomes more scripted as teachers have follow what is expected from the curriculum
In the past, schools create the syllabus. But these days, a standardized teaching has to be followed (e.g. STELLAR guidelines) and this could be a challenge to teachers.
Assessment is standardized as it follows an answer key. This excludes space for critical thinking or other acceptable answers as students must follow strictly to the answer key to score marks.