Parents and early immersion : reciprocity between home and immersion preschool
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|Title:||Parents and early immersion : reciprocity between home and immersion preschool||Authors:||Hickey, Tina||Permanent link:||http://hdl.handle.net/10197/4450||Date:||1999||Abstract:||This study examines the importance of parental support for early immersion in the context of a study of Irish-medium pre-schools or naionrai. Data were collected from all of the major participants in this early immersion model, including parents, teachers, classroom assistants and inspectors, in addition to detailed tests of 225 three-year-old children. This allows an analysis, not only of the effect of the parents' support for the child's early learning in the naionra, but also of the impact of the child's target language learning on the language use in the home. Focusing here on the results from parents allowed the development of a profile of those choosing early immersion in Irish, based on socioeconomic and educational data. Parents' reasons for choosing this type of pre-schooling are examined, as well as their satisfaction with their child's experience. Multivariate analyses of children's test results show the significant influence of parents' ability in the target language on their children's language scores. Finally, parents' requirements are examined in order to target ways of increasing their active support for their children's language acquisition. Overall, these data indicate an urgent need to involve parents as partners in order to maximise the effectiveness of early immersion.||Type of material:||Journal Article||Publisher:||Taylor & Francis (Routledge)||Copyright (published version):||1999 Taylor and Francis||Keywords:||Language acquisition; Early learning; Parental involvement||DOI:||10.1080/13670059908667682||Language:||en||Status of Item:||Peer reviewed|
|Appears in Collections:||Psychology Research Collection|
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