Linguistic Differences with Bilingual Parents Who are Immigrants: Words for Dialoguing About Young Children
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
http://link.springer.com/article/10.1007/s10643-016-0803-0/fulltext.html
Reference33 articles.
1. Beneke, M. R., & Cheatham, G. A. (2016). Inclusive, democratic family–professional partnerships: (Re)conceptualizing culture and language in teacher preparation. Topics in Early Childhood Special Education, 35(4), 234–244.
2. Cheatham, G. A., & Jimenez-Silva, M. (2012). Partnering with Latino families during kindergarten transition: Lessons learned from a parent–teacher conference. Childhood Education, 88, 177–184.
3. Cheatham, G. A., & Ostrosky, M. M. (2009). Listening for details of talk: Early childhood parent–teacher conference communication facilitators. Young Exceptional Children, 13(1), 36–49.
4. Cheatham, G. A., & Ro, Y. E. (2011a). Communication between early educators and parents who speak English as a second language: A semantic and pragmatic perspective. Early Childhood Education Journal, 39, 249–256.
5. Cheatham, G. A., & Ro, Y. E. (2011b). A linguistic perspective on communication with parents who speak English as a second language: Phonology, morphology, and syntax. Early Child Development and Care, 181, 1247–1260.
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1. Communication with U.S. Early Childhood Schools and Teachers: Saudi Mothers’ Experiences and Insights;Early Childhood Education Journal;2023-11-02
2. Immigrant, Bilingual Parents of Students With Disabilities: Positive Perceptions and Supportive Dialogue;Intervention in School and Clinic;2018-03-22
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