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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 Hits 1 – 20 of 109 1 Reading Robot Watts, Gillian; Myers, Andrew; Tan, Sabrinna... In: General Engineering (2020) BASE Show details 2 Phil the Phytoplankton Kihm, Kylie; Frankiewich, Lexi In: World Languages and Cultures (2020) BASE Show details 3 The Challenges and Benefits of Maintaining ECE Children's Home Languages in New Zealand Song, Huan Huan. - : Auckland University of Technology, 2020 Abstract: With the development of globalisation in the last couple of decades, early childhood centres in Auckland have become more diverse in culture and languages, both with regard to children and their families as well as teachers. Teachers and parents have noticed bilingualism including the benefits of being bilingual and the challenges of maintaining young children’s home languages. This is also noticeable in Early Childhood centres, where an increasing number of children and their families as well as teachers are becoming more culturally diverse, which entails the use of different languages. This gives rise to considering what teachers and parents could do to promote children’s home languages within the increasingly linguistically and culturally diverse educational environment in Aotearoa New Zealand. This study explores the question of the benefits and challenges teachers and parents experience when they try to keep and promote children’s home languages in the multicultural and multilingual education environment in Aotearoa New Zealand. The theoretical perspective in this research was social-cultural theory, which was firstly put forward by Russian psychologist Vygotsky. According to this theory, children’s language development is understood as a sociocultural process which take place through their participation in their own communities and families. This study adopted a qualitative research methodology using semi-structured interview as the main data collection method. Data was collected from eight participants including four qualified early childhood teachers and four Chinese parents from the same centre located in East Auckland. Teacher participants included one monolingual teacher and three bilingual teachers. Semi-structured interviews were designed to explore teachers’ and parents’ perspectives of bilingualism and the challenges they met during their teaching practices. Manual thematic coding was used to analyse the data and six themes were identified which included: the benefits of having bilingual teachers; benefits of being bilingual; cultural identities and belonging; attitudes towards bilingualism; biliteracy teaching; and challenges of keeping home languages. However, teachers found that they did not have clear guidance from the early childhood curriculum on maintaining children’s home languages and parent did not realise that they could also work together with teachers to promote children’s home languages. Most of the literature on bilingualism is international and this research contributes to the domestic studies in this area in Aotearoa New Zealand. This study also contributes to our understanding of the state of bilingual education in early childhood centres in Aotearoa New Zealand and highlights the need to develop clear guidelines to help teachers support bilingual development of children with home languages other than English. This research has also provided a different perspective to understand Te Whāriki, the early childhood curriculum of Aotearoa New Zealand. This can be useful for the updates of the curriculum. The issue of bilingual teachers using of home languages in the centre also deserves our further research. Keyword: Early childhood education; Home languages; Interviews; Parent and teacher perspectives URL: http://hdl.handle.net/10292/13191 BASE Hide details 4 Teaching Standards, Approaches, and Techniques for K-12 Chinese Classes in the US Xu, Jia In: Chinese Language Teaching Methodology and Technology (2020) BASE Show details 5 (Re)storying Horizons: White Kindergarten Teachers’ Enactment Of The Language And Literacy Curriculum In A Predominantly-white Working-class North Carolina Mountain Community Public School Rollins, Elizabeth Rose. - 2020 BASE Show details 6 Language and socialization : intercultural activities impact in multilingual educational settings ; Langue et socialisation : l'impact des activités interculturelles en contexte scolaire multilingue De Melo Martins Kuyumjian, Naraina. - : HAL CCSD, 2020 In: https://tel.archives-ouvertes.fr/tel-03325573 ; Linguistique. Université Paul Valéry - Montpellier III, 2020. Français. ⟨NNT : 2020MON30067⟩ (2020) BASE Show details 7 Noticing for Equity to Sustain Multilingual Literacies Patterson Williams, AD; Higgs, JM; Athanases, SZ In: Journal of Adolescent and Adult Literacy, vol 63, iss 4 (2020) BASE Show details 8 Storytelling Comes Alive: Preschoolers’ Development of Narrative Comprehension and Academic Language Within a Participatory Oral Storytelling Intervention Rowe, Marjorie. - : eScholarship, University of California, 2020 BASE Show details 9 The Use of A Computer-Supported Learning Design to Support Oral Language Development among English Language Learners through the Design Process Gumpert, Adrian Julian. - : eScholarship, University of California, 2020 BASE Show details 10 Weaving the Social Fabric of Dialogic Relations: An Investigation and Exploration into the Interactional Accomplishment of "Being With" Rudder-Breed, Kimberly A.. - : eScholarship, University of California, 2020 BASE Show details 11 The Role of Social-Emotional Abilities in the Vocabulary Outcomes of Young Spanish-English Dual Language Learner (DLL) Students Martin, Alejandra. - : eScholarship, University of California, 2020 BASE Show details 12 Shared reading for valuing diversity and fostering language acquisition ... Quiring, Johanna; Vogt, Franziska. - : Springer VS, 2020 BASE Show details 13 Influence of Early Childhood Education on Language Development and Visualization Process Skills of Primary One Pupils in Jos Metropolis Nigeria ... Ojile, S. Agnes. - : Zenodo, 2020 BASE Show details 14 Influence of Early Childhood Education on Language Development and Visualization Process Skills of Primary One Pupils in Jos Metropolis Nigeria ... Ojile, S. Agnes. - : Zenodo, 2020 BASE Show details 15 Audiovisual integration in 4-and 5-year-old children: Behavioural and neural responses ... Beatch, Jacqueline Ann. - : Arts, 2020 BASE Show details 16 Exploring Trajectories of Language Development in Children with Autism Spectrum Disorder Across Multiple Measures ... Hart, Chelsie Miko. - : Arts, 2020 BASE Show details 17 How Pre-K Teachers Support the Language and Literacy Development of Young Dual Language Learners: A Multi-Case Study of Four Exemplary Teachers ... Budde, Christina Marie. - : Digital Repository at the University of Maryland, 2020 BASE Show details 18 De Facto Bilingual Education: The Role of Home Language Support in the Academic Achievement of Dual Language Learners ... Guzman, Natalia. - : Digital Repository at the University of Maryland, 2020 BASE Show details 19 SpraBi: Fragebogen und App zur Dokumentation sprachlicher Bildungsaktivitäten in der Kita ... Wirts, Claudia; Reber, Karin; Gonzalez-Campos, Diego. - : Verlag Julius Klinkhardt, 2020 BASE Show details 20 Narrative Abilities in Preschool Children with Childhood Apraxia of Speech, Speech Sound Disorder, and Language Impairment Oriti, Taylor In: http://rave.ohiolink.edu/etdc/view?acc_num=case1586948079666208 (2020) BASE Show details Page: 1 2 3 4 5 6

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