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How teachers' beliefs and practices support ELLs.
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Mazlina Che Mustafa and Judith Duncan
New Zealand Early Childhood Teachers’ Beliefs And Practices In Supporting English Acquisition For Asian Immigrant English Language
Learners (Ells): A Pilot Project
explore the beliefs and practices of New Zealand early childhood teachers in supporting English acquisition for Asian immigrant English language learners (ELLs) by using socio-cultural approaches
Qualitative method Interview with two qualified early childhood
teachers. Observation (teachers and two case study Asian
immigrant ELLs)
CONTEXT OF THE STUDY
Japan
5 two parent families interviewed –Focus group of mothers (6) Focus group of fathers (6)
New Zealand
6 two parent families and 1 sole-parent family interviewedFocus group of mothers (6)Focus group of fathers (3)
QUALITATIVE INTERVIEWS
Unpack the questionnaire findingsDevelop understanding of the ‘lived
realities’ of the questionnaire findingsDevelop case studies of family
experiencesProvide exemplars for policy
development in Japan and New ZealandQuestions: Expectations, Experiences,
Support and Quality of Life
FOCUS OF THE INTERVIEWS
Japan – Six families interviewed 1 family with only child 3 families with two
children 1 family with three
children 1 family with four children
New Zealand – 14 families interviewed
2 families with only child 7 families with two
children 3 families with three
children 2 family with four children
Children’s identifi ed disabilities
Japan
4 chi ldren with Autism 1 chi ld with Cerebral Palsy 1 chi ld with Aspergers 1 chi ld with intel lectual disabil ity
New Zealand
8 chi ldren with Cerebral Palsy 1 chi ld with hearing loss 1 chi ld with Fragile X Syndrome 1 chi ld with ADHD and Austism 1 chi ld with Autism 1 chi ld with Down Syndrome 1 chi ld with kidney disease
FAMILIES
Interview data
“AM I GOING TO FOREVER HAVE TO EXPLAIN WHY MY SON DOES THIS AND
THAT? NO-ONE ELSE HAS TO DO THAT” PARENTING CHILDREN WITH
DEVELOPMENTAL DELAYS
Disability was made harder by other people’s views, opinions and lack of understanding around disability.
The mothers discussed experiences from frustration to real grief in their experiences with others who do not have children with a disability, and discussed how strangers in the street would pass comment on the child and the child’s behaviour.
Mothers, in both countries, were tired of feeling they had to explain their child and the child’s behaviour wherever they went, so they reduced the amount of public places they participated with their child.
Families with ‘regular children’ don’t get it
“ A great [name of child with dd) day would be a very bad four-year old day”
“It’s very hard, being honest about how you feel, because you’re being, you’re telling someone how you feel about something there’s absolutely no.. no conceivable way they would have a clue”.
NEW ZEALAND
Constant pressure on parents to explain their child, their child’s behaviour, or their participation in activities
“Am I going to forever have to explain why my son does this and that? No-one else has to do that”.
“ A friend had worked for [a special unit] had taken a group of adult with severe needs to a mall. Someone came up and said “ what’s wrong with this chap”. And she said “Oh nothing, he’s just got a cold”.
NEW ZEALAND
Regular playgroups aren’t for me
“I was really off ended when the Plunket nurse said that there was no point in you coming back (can see that it wasn’t helpful but….)”
"I've got the loveliest Plunket group, supportive and caring – but I didn’t really enjoy it because what you’ve been through is so diff erent, what you are going through now is so diff erent, what you worry and think about is so diff erent”.
NEW ZEALAND
Families with ‘regular children’ don’t get it
It was hard for me when others said, “he is a strange child” or “Parent’s child care is bad” etc.
It’s very hard when mothers of the same class, say “Ah, you are his mother”
JAPAN
Constant pressure on parents to explain their child, their child’s behavior, or their participation in activities
In hospital, I explained to my daughter, ”Next we go upstairs to receive medical examination” etc… but there is no reaction. Others said me, ”You are noisy although the child can be waiting calmly.”
When I participated with my son, I feel that other’s views are very disagreeable more than if they were saying something.
JAPAN
Regular playgroups aren’t for me
“I feel that the best support is talking with mothers with children with similar disabilities”
“After the child entered school we lost the playgroups, and we formed the new one”
JAPAN
Japan
Mother-originated playgroups with others with children with similar disabilities
Spending regular time with other mothers in same situation
New ZealandPlaygroups for children with similar disabilities (Early Intervention Services)
New friends with children with similar disabilities
Rural Community resources
SOCIAL SUPPORTS THAT WORK
Public awareness campaigns
Multi-disciplinary early intervention
Opportunities for social interaction and collective group activities and intervention
“‘you don’t need to apologise to me here”. You didn’t have to make excuses”
“Everyone else has had the week that you’ve had”
POLICY IMPLICATIONS
The Ministry of Education, Japan for the funding of this project
The translation support of Aya Bartneck
The participating families in the interviews
The supportive agencies and organisations who promoted the study within their membership
ACKNOWLEDGEMENTS