Funds of Knowledge Relative to Young Children's Literacy Learning in New Immigrant Families in Taiwan

Autor/in	Hsin, Ching-Ting
Titel	Funds of Knowledge Relative to Young Children's Literacy Learning in New Immigrant Families in Taiwan
Quelle	(2010), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Immigrants; Mothers; Vietnamese People; Cultural Differences; Multilingualism; Knowledge Level; Literacy; Preschool Children; Young Children; Values; Family Life; Case Studies; Culturally Relevant Education; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Mother; Mutter; Kultureller Unterschied; Mehrsprachigkeit; Multilingualismus; Wissensbasis; Alphabetisierung; Schreib- und Lesefähigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Wertbegriff; Case study; Fallstudie; Case Study; Ausland
Abstract	Immigrant mothers in "new immigrant families" (one spouse is a marriage immigrant) in Taiwan are popularly viewed as culturally deficient and as not having knowledge to teach children literacy. Multiple-case study methods were adopted. Thirteen Vietnamese mothers participated in this study. The lens of "funds of knowledge" was used to examine household knowledge and skills. Unique immigrant knowledge funds, including multilingual experiences, transnational experiences, and a cultural value--having good manners, are transmitted in these families. However, these funds of knowledge are often not recognized and valued by immigrant mothers and schools in helping their children to learn literacy. Hopefully this study would draw attention on the cultural resources of new immigrant families and shed light on the development of a culturally responsive literacy curriculum. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10