Implementation of ICT-Facilitated Parent- and Family-Focused Interventions in Culturally and Linguistically Diverse Contexts

Author:

Ereky-Stevens Katharina1,Pastori Giulia2,Sidiropulu-Janků Kateřina3,Sarcinelli Alice Sophie2,Schünke Juliane4,Trauernicht Mareike4,Pagani Valentina2,Mangiatordi Andrea2

Affiliation:

1. Department for Education, University of Oxford, UK

2. Department of Human Sciences, University of Milano-Bicocca, Italy

3. Faculty of Education, Masarykova Univerzita, Czech Republic

4. Department of Psychology and Education, Freie Universität Berlin, Germany

Abstract

Abstract. A linguistic and cultural discontinuity between home and school can create tensions, affect family engagement with schools and teachers, and interfere with children's learning. Parent- and family-focused interventions for families with young children can play an important role in positively addressing diversity. This study brings together the work done to develop and test ICT-facilitated interventions for parents and professionals working with families from culturally and linguistically diverse contexts in four European countries: the Czech Republic, UK, Germany, and Italy. Across all contexts, the focus of the interventions lay on families managing and making the best use of the cultural and language resources present in their lives in supporting child development, learning, and transition to school. This paper provides a narrative account of participants' engagement with resources and digital tools, and their reflections on their experiences during implementation and their learning.

Publisher

Hogrefe Publishing Group

Subject

General Earth and Planetary Sciences,General Environmental Science

Reference35 articles.

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3. Ball, J. (2011). Enhancing learning of children from diverse language backgrounds: Mother-tongue-based bilingual or multilingual education in the early years. Analytical review commissioned by the UNESCO education sector. UNESCO: Paris. Retrieved from https://www.gcedclearinghouse.org/sites/default/files/resources/Enhancing%20learning%20of%20children%20from%20diverse%20language%20backgrounds.pdf

4. Caldas, S. J. (2012). Language policy in the family. In B. Spolsky (Ed.), Cambridge handbook of language policy (pp.351–373). Cambridge University Press.

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