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The Importance of Home Language Nurturing within and Beyond School.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Importance of Home Language Nurturing within and Beyond School./
Author:	Forero Castaneda, Sonia Marcela.
Description:	1 online resource (72 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-11.
Contained By:	Masters Abstracts International84-11.
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9798379491734

The Importance of Home Language Nurturing within and Beyond School.
Forero Castaneda, Sonia Marcela.

The Importance of Home Language Nurturing within and Beyond School. - 1 online resource (72 pages)

Source: Masters Abstracts International, Volume: 84-11.

Thesis (M.A.)--Greensboro College, 2023.

Includes bibliographical references

Bilingual models of instruction today offer the benefits of developing academic skills while learning a second language, thus rapidly gaining popularity among well-educated Englishdominant families who view bilingualism through an asset-based perspective. While bilingual programs embrace the English language and encourage its nurturing at home as an essential aspect of academic success, monolingual models of instruction still consider non-English home languages an obstacle to socialization and academic achievement. Moreover, the pervasive misconceptions about non-English home languages loss have contributed to deficit thinking about bilingualism among minority non-English speakers who have grappled for generations with constructing their identities as members of the dominant culture and their home culture, often resulting in the abasement of their non-English language to prioritize English. As a result of home language loss, family dynamics undergo a negative transformation that leads to severed relationships between non-English dominant parents and their children which, in turn, hinder communication and parent involvement, leading to low academic achievement. Therefore, when minority non-English families know the benefits of bilingualism and understand how to nurture the home language, they can provide their children with essential support for academic success and thus become agentive participants in closing the academic gap that has contributed to the pervasive deficit thinking about non-English dominant children in schools.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379491734Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

Academic achievementIndex Terms--Genre/Form:

554714
Electronic books.

The Importance of Home Language Nurturing within and Beyond School.
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502 $a Thesis (M.A.)--Greensboro College, 2023.
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520 $a Bilingual models of instruction today offer the benefits of developing academic skills while learning a second language, thus rapidly gaining popularity among well-educated Englishdominant families who view bilingualism through an asset-based perspective. While bilingual programs embrace the English language and encourage its nurturing at home as an essential aspect of academic success, monolingual models of instruction still consider non-English home languages an obstacle to socialization and academic achievement. Moreover, the pervasive misconceptions about non-English home languages loss have contributed to deficit thinking about bilingualism among minority non-English speakers who have grappled for generations with constructing their identities as members of the dominant culture and their home culture, often resulting in the abasement of their non-English language to prioritize English. As a result of home language loss, family dynamics undergo a negative transformation that leads to severed relationships between non-English dominant parents and their children which, in turn, hinder communication and parent involvement, leading to low academic achievement. Therefore, when minority non-English families know the benefits of bilingualism and understand how to nurture the home language, they can provide their children with essential support for academic success and thus become agentive participants in closing the academic gap that has contributed to the pervasive deficit thinking about non-English dominant children in schools.
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538 $a Mode of access: World Wide Web
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