Mothers as First Teachers: Exploring the Features of Mother-Child Interactions That Support Young Aboriginal Children's Multilingual Learning at Playgroup

Autor/inn/en	Scull, Janet; Page, Jane; Lee, Wan Yi; Murray, Lisa; Gapany, Dorothy; Stewart, Samantha; Murukun, Marilyn; Scannell, Nuala; Lawrence, Rona; Dhurrkay, Jonica; Hayes, Felicity; Burarrwanga, Verity; Chynoweth, Leah; Callahan, Michelle; Goveas, Jessica Noella; Cock, Megan L.; Mentha, Susan; Eadie, Patricia; Sparling, Joseph
Titel	Mothers as First Teachers: Exploring the Features of Mother-Child Interactions That Support Young Aboriginal Children's Multilingual Learning at Playgroup
Quelle	In: TESOL in Context, 30 (2021) 1, S.33-60 (28 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Scull, Janet) ORCID (Page, Jane) ORCID (Lee, Wan Yi) ORCID (Murray, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1030-8385
Schlagwörter	Mothers; Parents as Teachers; Indigenous Populations; Foreign Countries; Parent Role; Language Acquisition; Multilingualism; Play; Rural Areas; English (Second Language); Canada Natives; Family Environment; Language Usage; Cultural Influences; Bilingualism; Nonverbal Communication; Books; Toddlers; Parent Child Relationship; Native Language; Australia + Suchen Sie Ihr Suchwort? Mother; Mutter; Sinti und Roma; Ausland; Parental role; Elternrolle; Sprachaneignung; Spracherwerb; Mehrsprachigkeit; Multilingualismus; Spiel; Rural area; Ländlicher Raum; English as second language; English; Second Language; Englisch als Zweitsprache; Familienmilieu; Sprachgebrauch; Cultural influence; Kultureinfluss; Bilingualismus; Non-verbal communication; Nonverbale Kommunikation; Book; Buch; Monographie; Monografie; Infant; Infants; Toddler; Kleinkind; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Australien
Abstract	For many Indigenous children living in remote communities, the prerequisites to achieving strong language and learning outcomes include the maintenance of their first languages and progress in learning English as an additional language. This paper reports on data from a Linkage study conducted with families at two Families as First Teachers (FaFT) playgroups in two remote Northern Territory communities. The data highlight the ways parents and carers encouraged very young children to engage in home languages as a foundation on which to develop skills in English during play and book reading activities. Transcripts of mother-child book reading and play sessions and reflections of FaFT Family Liaison Officers are examined to explore the language interactions and the strategies used by mothers to support children's multilingual learning. The data highlight the importance of early childhood teaching and learning that honours children's linguistic and cultural resources and prioritises families' aspirations for children's multilingual language learning. (As Provided).
Anmerkungen	Australian Council of TESOL Associations. P.O. Box 2019, Smithfield, New South Wales 2164, Australia. e-mail: actaexec@yahoo.com.au; Web site: http://www.tesol.org.au/Publications/TESOL-in-Context
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01