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Language and Literacy Development in a Cambodian Community in Philadelphia [microform] / Joel Carlton Hardman
Bib ID 5583226
Format BookBook, MicroformMicroform, OnlineOnline
Author
Hardman, Joel Carlton
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1994 
238 p. 
Summary

This study focused on language and literacy learning in a group of Cambodian families in Philadelphia (Pennsylvania) linked locally by an English-as-a-Second-Language (ESL) class, and more broadly by common histories, culture, and language. Over a period of 3 years, the researcher looked at: broad patterns of language and literacy use in this community; its prevalent language and literacy attitudes; the nature of literacy development in a Cambodian community; similarities and differences in adults' and children's literacy behavior and development; and the role of the native language. Interpretations presented in the report are drawn from both qualitative nd quantitative data. It is concluded that the children's competencies in English, the language of wider communication, are reflected in new relationships of knowledge and power within the families. However, these new relations do not appear to have upset entirely the old ones. In the school context, the study finds a number of different approaches to how languages should be learned and used in the classroom. A lack of support, either locally or at the state level, was found for educational programs to develop biliteracy skills, despite the potential for such skills among both adults and children within the community. Appended are inventories of fieldnotes from 1990-91 and 1993; inventory of interview notes; and interview protocol. Contains 90 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

Notes

ERIC Note: Doctoral dissertation, University of Pennsylvania.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Cambodians.  |  Classroom Communication.  |  Educational Needs.  |  English (Second Language)  |  Family Environment.  |  Family Relationship.  |  Immigrants.  |  Language of Instruction.  |  Literacy Education.  |  Longitudinal Studies.  |  Refugees.  |  Second Language Instruction.  |  Second Language Learning.  |  Second Languages.  |  Urban Areas.  |  Biliteracy Pennsylvania (Philadelphia)
Form/genre Dissertations/Theses, Doctoral Dissertations.
Available From ERIC 
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008 080220s1994    xxu ||| bm    ||| | eng d
035 |9(ericd)ED383228
037 |aED383228|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aHardman, Joel Carlton.
245 1 0 |aLanguage and Literacy Development in a Cambodian Community in Philadelphia|h[microform] /|cJoel Carlton Hardman.
260 |a[Washington, D.C.] :|bDistributed by ERIC Clearinghouse,|c1994.
300 |a238 p.
500 |aERIC Note: Doctoral dissertation, University of Pennsylvania.|5ericd
520 |aThis study focused on language and literacy learning in a group of Cambodian families in Philadelphia (Pennsylvania) linked locally by an English-as-a-Second-Language (ESL) class, and more broadly by common histories, culture, and language. Over a period of 3 years, the researcher looked at: broad patterns of language and literacy use in this community; its prevalent language and literacy attitudes; the nature of literacy development in a Cambodian community; similarities and differences in adults' and children's literacy behavior and development; and the role of the native language. Interpretations presented in the report are drawn from both qualitative nd quantitative data. It is concluded that the children's competencies in English, the language of wider communication, are reflected in new relationships of knowledge and power within the families. However, these new relations do not appear to have upset entirely the old ones. In the school context, the study finds a number of different approaches to how languages should be learned and used in the classroom. A lack of support, either locally or at the state level, was found for educational programs to develop biliteracy skills, despite the potential for such skills among both adults and children within the community. Appended are inventories of fieldnotes from 1990-91 and 1993; inventory of interview notes; and interview protocol. Contains 90 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
530 |aMay also be available online. Address as at 14/8/18:|uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 1 7 |aCambodians.|2ericd
650 0 7 |aClassroom Communication.|2ericd
650 0 7 |aEducational Needs.|2ericd
650 1 7 |aEnglish (Second Language)|2ericd
650 0 7 |aFamily Environment.|2ericd
650 1 7 |aFamily Relationship.|2ericd
650 0 7 |aImmigrants.|2ericd
650 0 7 |aLanguage of Instruction.|2ericd
650 1 7 |aLiteracy Education.|2ericd
650 0 7 |aLongitudinal Studies.|2ericd
650 0 7 |aRefugees.|2ericd
650 0 7 |aSecond Language Instruction.|2ericd
650 0 7 |aSecond Language Learning.|2ericd
650 1 7 |aSecond Languages.|2ericd
650 0 7 |aUrban Areas.|2ericd
653 1 |aBiliteracy|aPennsylvania (Philadelphia)
655 7 |aDissertations/Theses, Doctoral Dissertations.|2ericd
856 4 1 |uhttps://eric.ed.gov/?id=ED383228
984 |aANL|cmc 2253 ED383228|d77000000388764
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