Some Lessons Learned in a Bilingual Family Literacy Program With Immigrant and Refugee Families

• In Event: 16.056 - Roundtable Session 4
  In Roundtable Session: 16.056-6 - English Language Learning for Diverse Populations in North America

Abstract

The purpose of this paper is to share lessons learned from a study with 500 immigrant and refugee families representing four linguistic groups in a bilingual family literacy program in five communities in a metropolitan area of Canada. Data sources included field notes, focus group sessions and audio recordings from program sessions. Findings indicated that the families were supportive of first language maintenance, learned additional ways of supporting children’s learning, and exerted considerable agency. However, concerns emerged about fidelity to the fundamental principles of the program, the amount of time in the program and its continuation, and preschoolers rejection of their first language, despite the emphasis on L1 maintenance in the program and families support for and encouragement of it.

Authors

• Jim Anderson, The University of British Columbia

• Ann Anderson, The University of British Columbia

• Nicola Friedrich, University of British Columbia

• Laura Teichert, University of British Columbia