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Home and school: Patterns and practices in language use (Reasons for…
Home and school: Patterns and practices in language use
Types of differences in language practices and learning between home and school
Conversations
Home
Adults use more
decontextualized language
because conversations revolve around events outside of present contexts (Tizard and Hughes, 1984)
Children talk more with their mothers than school adults because of the smaller ratio (Tizard and Hughes, 1984)
Day-to-day social interactions consist of reason-explanations rather than what-explanations which leads to greater vocabularies, higher-order thinking and narrative skills (Heath, 1982)
School
Children talk more with other children than adults (Tizard and Hughes, 1984)
Conversations with teachers focus on
'here and now'
(Tizard and Hughes, 1984)
Questions
School
Teachers
seek specific answers
to their questions (Tizard and Hughes, 1984)
Children understand their role as someone who answers questions rather than someone being involved in of conversations or asking questions (Tizard and Hughes, 1984)
Teachers use questions as an
educational technique
for educational intent (Tizard and Hughes, 1984)
Home
Question allows children to process their thoughts (Tizard and Hughes, 1984)
Children ask questions with topics of a
wider range and or interest
(Tizard and Hughes, 1984)
Adults ask questions to get children to justify their actions and meanings (Tizard and Hughes, 1984)
Reading and talking about books (Heath, 1982)
Home
Positive for school
Ways of reading and talking about books is the same as valued in school
No mismatch between home and school environments
Questions and responses routinized into habits
Lead to early schooling success
Negative for school
Ask questions which focuses on labeling and 'what explanations'
Maintains low cognitive and linguistic level without extension and decontextualisation
Children as passive learners
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
Reasons for differences in language practices and learning between home and school
Cultural capital
: Defined as individuals being socialised into a habitus: attitudes, ways of thinking and behaving, language practices etc. (Lin, 1999)
Ways of teaching using ideas of cultural capital, habitus and discursive agency help children in their learning of language (Lin, 1999)
Family capital
: Defined as the social networks and education of parents available for use in the home literacy development of children (Ren & Hu, 2011)
Level of education
is an important contribute to children's school success but
type of work
is more important as determines their availability and involvement in children's literacy activities (Ren & Hu, 2011)
Acculturation and commitment to host education system is important in how parents use their family capital (Ren & Hu, 2011)
Social capital
: Defined as the possession of resources and social connections (Ren & Hu, 2011)
Crucial resources to children's bilingual and bi literacy acquisition E.g. family members, grandparents, friends, church
Parental beliefs and attitudes
They are significant in determining how families used their resources of family capital to help their children learn to read and write (Ren & Hu, 2011)
Cultural practices
Difference in cultural assumptions about teaching and learning affects the teaching style. E.g. At home, mothers draw on their background knowledge and experiences to teach children and these practices differ from school practices (An, 2000)
Different literacy systems and learning practices are utilized and valued based on their cultures and pedagogical approaches (Robertson, 2002)
Parents' cultures and prior experiences of how they were taught affects how they enforce children's learning at home (An, 2000)