Family Literacy Programs for Migrants Promoting Bilingualism and Enhancing ParentChild Book Reading

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Family Literacy Programs for Migrants - Promoting
Bilingualism and Enhancing Parent-Child Book
Reading

• Prof. Dr. Havva Engin, M.A.
• Fachhochschule Bielefeld / University of Applied
  Sciences
• havva.engin_at_fh-bielefeld.de
• Leeuwarden, 17./18.09.2009

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Overview

• Introduction - Situation in Germany
• Language and literacy socialization in the family
• Educational aims and didactic bases Language
  studying row Stark in zwei Sprachen - Iki dilde
  güclü
• Theoretical frame
• The role and importance of the parents
• The effects of picture book reading
• Topics
• Methods and future prospects
•  

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Introduction - Situation in Germany

• In Germany one fifth of pupils with migrant
  background (20) almost leave the school without
  a degree.
• National like international studies are
  documenting that the education failure starts
  already from elementary school and continues
  through the education career with high
  progression.
• PISA-Study half of the migrant children remained
  on the undermost reading competence level!

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Language and literacy socialization in the family
- I

• Language acquisition research (Cummins 1982
  Franceschini 2006)
• First language represents an important reference
  quantity of
• second and broader languages and plays an
  important role in the
• language development.
• In most elementary educational facilities in
  Germany, no reference is made to the first
  language(s) of the children.
• The educational daily routine takes place solely
  in German -gt the largest number of migrant
  children doesn't have any possibility of bringing
  itself in with their first language or mother
  tongue.
• Submersion model doesn't represent a successful
  way (cf. PISA 2001 PIRLS 2006)

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Language and literacy socialization in the family
- II

• Many migrant children grow up in families in
  which in daily routines written language
  (document and printed) play a subordinate role
  and hardly happen.
• Empirical-qualitative study with Turkish migrant
  families pointed that children hardly met written
  documents in their families (cf. Kuyumcu
  200741).
• In opinion of the author this can have less to do
  with the so-called education distance of the
  family, but rather with culture-specific
  experiences of the parent generation which grew
  up with stories passed on verbally.

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Language and literacy socialization in the family
- III

• Elementary educational studies family as an
  institution represents a socio-cultural frame for
  the individual, in which the child learns social,
  emotional behaviors by direct interactions with
  the reference persons (cf. Adybasova 200747).
• Parent-child interactions are central for the
  knowledge acquisition of the child and form the
  fundamentals of his language development

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Educational aims and didactic bases Language
studying row Stark in zwei Sprachen/ Iki dilde
güclü

• A language studying row for German-Turkish
  children.
• It consists of four books
• In the kindergarten,
• My body / health,
• At home,
• My friends/ my family.

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Educational aims and didactic bases Language
studying row Stark in zwei Sprachen/ Iki dilde
güclü

• Target group
• German-Turkish parents with children at the age
  between 2 and 6 years
• Nursery teachers in pre-school facilities who
  supports an effective early bilingual education

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Theoretical frame

• For learning of a second language, here German,
  the knowledge of the first language/ mother
  tongue, here Turkish, is necessary
• Basic aim Acquisition of Biliteracy
• Means the participation in two daily spoken
  language and written language cultures.
• The children shall be able to learn different
  language structures parallel and to be able to
  transfer or translate from one language into the
  other one -gt gaining metalinguistic competence.
• Kuyumcu (2007) Children growing up bilingually
  start with metalinguistic reflections already
  earlier and faster than monolingual children.

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The role and importance of the parents

• Parent child interactions like common picture
  book reading are important for the language
  development of a child because they support the
  expansion of his lexis.
• The role of the mother is central because her
  literacy competence and dialogical pattern are
  defining for the child.
• A special impact gets the mother-child-interaction
  patterns in two-/ multilingual migrant families
  these interaction experiences can decisively
  support the second language acquisition
  particularly if they are realized in social
  settings (Adybasova 2007)

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The effects of picture book reading

• American study (cf. Apeltauer 2003)
• Families with high socio-economic status time
  that children and partents spend on picture book
  reading together is approx. 1000 to 1700 hours
  every year-
• In pre-school institutions 800 hours (4 h x 5
  20h x 40 weeks 800 h a year)

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Topics of Language studying row

• Consists of all day relevant words and language
  structures adequate to the age and the cognitive
  development of 2 until 6-year-old children.
• The didactic concept of language acquisitions
  laid out spiral curricular Established language
  structures are taken and connected with new,
  increasingly more complex language requirements
  again and again.
• Typical scenes and speaking causes from the
  experience world of the small children are
  represented by stimulating, true-to-life pictures
  and texts.

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Methods and future prospects

• Dialogical reading () describes a certain
  manner of the communication between adult and one
  or several children over a book or another
  visually attractive material(Kraus 2005).
• It is a main educational aim that the child, not
  the adult, gets the action to the narrative one.
• The language studying row favors dialogical
  reading as the ideal method in parent-child
  interactions and picture book readings because
  the authors would like to contribute that
  bilingual migrant parents make at home literacy
  experiences for her children in their first
  language possible!

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Examples Im Kindergarten
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Bibliography

• Engin, H Reddig-Korn, B. Weiss, B. (2009)
  Stark in Sprachen / Iki dilde güclü. Hückelhoven
  Anadolu (in press)
• Apeltauer, Ernst (2003) Literalität und
  Spracherwerb. Flensburger Papiere zur
  Mehrsprachigkeit und Kulturenvielfalt im
  Unterricht, Nr. 32.
• Apeltauer, Ernst (2006) Kooperation mit
  zugewanderten Eltern. Flensburger Papiere zur
  Mehr-sprachigkeit und Kulturenvielfalt im
  Unterricht, Nr. 40/41.
• Apeltauer, E. (2008)
• Cummins, J.
• Kuyumcu, Reyhan (2006) Zur Entwicklung von
  (Bi)Literalität bei türkischen Migrantenkindern
  im Vorschulalter. In Ehlers, Swantje (ed.)
  Sprachförderung und Literalität. Flensburger
  Papiere zur Mehrsprachigkeit und Kulturenvielfalt
  im Unterricht, Sonderheft 3, S. 52-70.
• Adybassova,
• Franceschini, Rita Mehrsprachigkeit und Gehirn
  Mythen Potentiale Praxis. Vortrag gehalten am
  06.10. 2006 auf der Tagung Frühe
  Mehrsprachigkeit Mythen - Risiken Chancen.
  Mannheim. URL http//kongress.sagmalwas-bw.de/med
  ia/pdf/Vortrag20Franceschini.pdf
• Karoline Kraus Dialogisches Lesen - neue Wege der
  Sprachförderung in Kindergarten und Familie. In
  Aus Susanna Roux (Hrsg.) PISA und die Folgen
  Sprache und Sprachförderung im Kindergarten.
  Landau Verlag Empirische Pädagogik 2005, S.
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