Exploring Parental Motivations, Attitudes, and Home Literacy Practices Towards Bilingualism

محورهای موضوعی : language teaching

حامد برجسته ¹ (Department of English Language and Literature, Ayatolla Amoli Branch, Islamic Azad University, Amol, Mazandaran, Iran)
رضا واثقی ² (Department of English Language and Literature, Ayatollah Amoli Branch, Islamic University, Amol, Iran)
علی اصغر یوسفی آذرفام ³ (Department of English Language Education, Soufian Branch, Islamic Azad University, Tabriz, Iran)

تاریخ دریافت : 1395/09/12 تاریخ پذیرش : 1395/09/12 تاریخ انتشار : 1395/09/12

کلید واژه: attitudes, Bilingualism, home literacy practices, Iranian parents, motivations,

چکیده مقاله :

This study embarks upon uncovering the probable relationships between Iranian parents’ attitudes, motivations, and home literacy practices (HLP) towards bilingualism, Persian and English. To undertake the study, sixty-eight parents of young language learners (YLLs) were asked to fill up a survey questionnaire. The questionnaire aimed to uncover parental attitudes, motivation, and the types of HLP towards bilingualism. The results of Pearson correlation and multiple linear regression analysis indicated that parents espoused positive holistic attitudes, integrative motivation, and formal practices in HLP towards bilingualism. The findings also revealed that there was positive relationship between parental attitudes, motivation and HLP. The multiple regression analysis for the corresponding variables revealed that only motivations predict the variance in the home literacy practices. Implications for teachers, policy makers, and curriculum developers along with some suggestions are provided.

چکیده انگلیسی:

این مطالعه به بررسی روابط بین انگیزه ها، نگرش ها و فعالیت های آموزشی  خانگی والدین ایرانی به سوی دوزبانگی (فارسی وانگلیسی) می پردازد. به همین منظور،از ۶۸ والدین زبان آموز جوان، خواسته شد که به پرسشنامه ای پاسخ دهند. لازم بذکر میباشد که هدف پرسشنامه مذکوربررسی نگرش ها، انگیزش،  و فعالیت های آموزشی  خانگی والدین به سوی دوزبانگی می باشد.  نتایج ضریب همبستگی پیرسون و تحلیل رگرسیون خطی  داده‌ها نشان داد که والدین نگرش مثبت کلی، انگیزه یکپارچه٬ و روشهای رسمی درفعالیت های آموزشی خانگی به کار می گیرند.علاوه بر این٬ یا فته ها نشان دادند که همبستگی مثبت معناداری بین نگرش ها، انگیزش  و فعالیت های آموزشی خانگی والدین وجود دارد. ولیکن٬‌ تحلیل رگرسیون خطی داده‌ها نسبت به متغیر های مربوطه نشان داد که فقط متغیر انگیزه بر پراکنش فعالیت های آموزشی خانگی تأثیر چشمگیری دارد. پیامدهای بدست آمده ازنتایج برای معلمان٬ سیاست گذاران، و توسعه دهندگان برنامه درسی بهمراه برخی پیشنهادات در این مطالعه فراهم شده است.  

منابع و مأخذ:

Ager, D. E. (2001). Motivation in language planning and language policy. Clevedon:   Multilingual Matters.

Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood-Cliffs, NJ:Prentice-Hall.

Baker, C. (1992). Attitudes and language. Clevedon: Multilingual Matters.

Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.

Blake, R. (2008). SLA, language teaching, and technology. Brave new digital classroom technology and foreign language learning (pp. 1–24). Washington, D.C.: Georgetown University Press.

Britto, P. R., & Brooks, G. J. (2001). Beyond shared book reading: Dimensions of home literacy and low-income African American preschoolers' skills. New Directions for Child and Adolescent Development, 92, 73-89.

Britto, P. R., Brooks-Gunn, J., & Griffin, T. (2006). Maternal reading and teaching patterns: associations with school readiness in low-income African American families. Reading Research Quarterly, 41(1), 68-89.

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard University Press

Bus, A. G., Van Ijzendoorn, M. H., & Pellegrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.

Cairney, T. H. (1994). Family Literacy: Moving towards new partnerships in education. Australian Journal of Language and Literacy,17, 4.

Chou, Ai-Lien. (2005). Factors affecting the learning of English: a study of the attitudes toward and motivations for learning English as a foreign language among university students in Taiwan. UnpublishedDoctoral dissertation, Texas A&M University-Kingsville.

Cohen, J. (1988) Statistical Power Analysis for the Behavioral Sciences, 2nd ed. Hillsdale, NJ: Erlbaum.

Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: HarvardUniversity Press.

Csizér, K. & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal,89(1), 19-36

Dagenais, D., & Day, E. (1999). Home language practices of trilingual children in French immersion. The Canadian Modern Language Review, 56(1), 99-123.

Dörnyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning, 40, 45-78.

Ezell, H. K., Gonzales, M. D., Randolph, E. (2000). Emergent literacy skills of migrant Mexican American preschoolers. Communication Disorders Quarterly, 21(3), 147-153.

Farhady, H., Hezaveh, F. S., & Hedayati, H. (2010). Reflections on foreign language education in Iran. TESL-EJ, 13, 1-18.  http://teslej.org/pdf/ej52/a1 .pdf.

Gallimore, R., & Goldenberg, C. (1993). Activity settings of early literacy: Home and school factors in children's emergent literacy. In E. Forman, N. Minick, & C.A. Stone (Eds.), Contexts for Learning: Sociocultural Dynamics in Children's Development (pp. 315-335). Oxford: Oxford University Press.

Gillanders, C., & Jimenez, R. T. (2004). Reaching for success: A close-up of Mexican immigrant parents in the USA who foster literacy success for their kindergarten children. Journal of Early Childhood Literacy, 4, 243-269.

Hammer, C. S., Miccio, A.W., & Wagestaff, D. A. (2003). Home literacy experiences and their relationship to bilingual preschoolers' developing English literacy abilities: an initial investigation. Language, Speech, & Hearing Services in Schools, 34, 20–30.

Hannon, P. (1995). Literacy, Home and School: Research and practice in teaching literacy with parents. London: The Falmer Press.

Heath, S. B. (1983). Ways with Words: language, life and work in communities and classrooms. Cambridge University Press.

Jang, B. (2012). Korean parents’ attitudes, motivations, and home literacy practices toward bilingualism between Korean and English. Unpublished Doctoral dissertation, Louisiana State University, Baton Rouge.

Jordan, G. E., Snow, C. E., & Porche, M. V. (2000). Project ease: The effect of a family literacy project on kindergarten students’ early literacy skills. Reading Research Quarterly, 35, 524-546.

Leseman, P. P. M., & de Jong, P. F. (1998). Home literacy: opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 293-318.

 Locke, E. A., & Latham, G. P. (1990). A theory or goal setting  and task performance. Englewood Cliffs, NJ: Printice Hall.

Luke, A. (1993). Stories of social regulation: The micropolitics of classroom narrative, In B.Green (Ed.) The insistence of the letter: Literacy studies and curriculum theorizing. London:The Falmer Press.

Luo, S-H., & Wiseman, R. (2000).Ethnic language maintenance among Chinese immigrant children in the United States. International Journal of Intercultural Relation, 24(3), 307-324.

Oxford, R. (Ed.). (1996). New pathways of language learning motivation. In Language learning motivation: Pathways of a new century (Tech. Rep. No. 11, pp. 1-8). Honolulu, HI: University of Hawai’i at Māanoa, Second Language Teaching and Curriculum Center.

Masgoret, A. M. & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 123-163.

Monzó, L., & Rueda, R. (2001).Constructing achievement orientations toward literacy: An analysis of sociocultural activity in Latino home and community contexts (CIERA Report No. 1-011). Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.

Pica, T., Young, R., & Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21, 737-758.DOI: 10.2307/3586992

Ramos, F. (2007). What do parents think of two-way bilingual education? An analysis of responses. Journal of Latinos and Education, 6(2), 139-150.DOI:10.1080/1534 843070 1304807.

Roberts, J., Jurgents, J. & Burchinal, M. (2005). The role of home literacy practices in preschool children's language and emergent literacy skills. Journal of Speech, Language, and Hearing Research, 48, 345-359. DOI:10.1044/1092-4388(2005/024)

Sénéchal, M. (2006). Testing the home literacy model: Parent involvement in kindergarten is differentially related to Grade 4 reading comprehension, fluency, spelling, and reading for pleasure. Scientific Studies of Reading, 10,59-87. DOI:10.1207/s1532799xssr1001_4.

Sénéchal, M., LeFevre, J., Thomas, E., & Daley, K. (1998).Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 32, 96-116.DOI: 10.1080/10888438.2015.1098650.

Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics, 16, 371-191.

Tse, L. (1998). Ethnic identity formation and its implications for heritage language development. In S. Krashen, L. Tse, & J. McQuillan (Eds.), Heritage language development (pp. 15-29). Culver City, CA: Language Education Associates.

Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei and R. Schmidt (eds), Motivation and Second Language acquisition (pp 91-124). Honolulu HI: University of Hawaii Press.

Weiner, B. (1992).  Human motivation: Metaphors, theories and research. Newbury park, CA:Sage

Yuet-Han Lau, L., & McBride-Chang, C. (2005). Home literacy and Chinese reading in Hong Kong Children. Early education and development, 16(1), 5-22.DOI: 10.1207/s15566935eed1601_1

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.