Affiliation:
1. Department of Education, University of Oxford, Oxford, UK
Abstract
A survey study of the language and literacy practices of first-generation Turkish immigrant families with 3- to 6-year-old children was conducted in England. Information on family socioeconomic background, migration history and language skills of 168 first-generation Turkish parents was collected through structured interviews in Greater London and Northwest England. The study findings suggest that early childhood experiences that are important for the educational attainment of immigrant children may be affected by the family characteristics and the integration experiences of parents. Regression analyses demonstrated that parents from disadvantaged backgrounds engaged in language and literacy activities less often and preferred Turkish as the interaction language at home. Parent’s social integration, measured via parent’s length of residence and English skills, significantly predicted their language use with their children. Low social integration was associated with increased Turkish use, whereas high social integration was associated with more frequent language and literacy activities at home.
Funder
Horizon 2020 Framework Programme
Subject
Social Sciences (miscellaneous)
Cited by
7 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