Balancing between heritage and host languages in bilingual kindergarten: viewpoints of Russian-speaking immigrant parents in Germany and in Israel

This study analyses Russian-speaking immigrant parents' beliefs and attitudes toward the education of their children in German and Israeli bilingual kindergartens. Why did the parents chose bilingual education? Which convergences and divergences exist in parents' beliefs, expectations and...

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Bibliographic Details
Published inEuropean early childhood education research journal Vol. 19; no. 4; pp. 515 - 533
Main Authors Moin, Victor, Schwartz, Mila, Breitkopf, Anna
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 01.12.2011
Taylor & Francis Ltd
Subjects
Bilingual Education
Comparative Analysis
Context Effect
Education policy
Expectation
Foreign Countries
German
Germany
immigrant parents' perspective
Immigrants
Israel
Kindergarten
Measures (Individuals)
Noncitizens
Official Languages
Parent Attitudes
Parents & parenting
Preschool education
Quasiexperimental Design
Questionnaires
Russian
Semitic Languages
Speech Communication
Teaching Models
Germany
Israel
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Summary:This study analyses Russian-speaking immigrant parents' beliefs and attitudes toward the education of their children in German and Israeli bilingual kindergartens. Why did the parents chose bilingual education? Which convergences and divergences exist in parents' beliefs, expectations and attitudes toward bilingual kindergartens in Germany and Israel? A quasi-experimental design was employed to evaluate the effect of the sociocultural context on how immigrant parents relate to their children's pre-school bilingual development. The main difference found between German and Israeli parents was their general representation of the optimal model of bilingual development. While German parents seem to be more oriented to a balanced development of both target languages, the Israeli parents prefer the 'first language first' approach. These findings are discussed in light of state and local language policies in Germany and Israel as well as in light of the language teaching models adopted by kindergarten policy makers.
ISSN:1350-293X
1752-1807
DOI:10.1080/1350293X.2011.623530