Affiliation:
1. University of British Columbia, Canada
Abstract
This chapter investigates how Chinese immigrant families wrestled with a dual-transition from in-person instruction to a virtual environment in both mainstream and heritage language education and how they supported home bi/multi-literacies in English and Chinese heritage language including Mandarin, Cantonese, or other Chinese dialects during the transition. Thematic analyses of 178 parent interviews show that Chinese-immigrant parents have experienced significant changes in their roles and ways in nurturing home early biliteracy development to respond to the schooling transitions from offline to online. Results revealed that the sudden implementation of virtual learning during the COVID-19 school closure has been problematic and challenging for most Chinese-immigrant parents and children.
Reference52 articles.
1. Adams, E. L., Smith, D., Caccavale, L.J., Bean, M. K. (2021). Parents are stressed: Patterns of parent stress across COVID-19. Frontier in Psychiatry, 12, Article 626456.
2. Parental support for literacy development of early grade children during COVID-19 school closures in Northern Nigeria.;B.Akinrinmade;Global Education Review,2021
3. BarnettW. S.JungK. (2021). Seven impacts of the pandemic on young children and their parents: Initial findings from NIEER’s December 2020 preschool learning activities survey. National Institute for Early Education Research.
4. Home Learning in Times of COVID: Experiences of Parents
5. Brown, S. M., Doom, J., Lechuga-Peña, S.,Watamura, S. E., Koppels, T. (2020). Stress and parenting during the global COVID-19 pandemic. Child Abus. Negl. 110, Article 104699.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献