Home-School Communication and Expectations of Recent Chinese Immigrants

By L. Dyson. 2001

108 citations recorded by the source corpus.

In this study, I investigated the nature of communication between home and school in families who recently immigrated to Canada. I used an open-ended questionnaire in interviews of 21 Chinese immigrant families and 19 non-immigrant European-Canadian families. The immigrant parents’ pattern of communication differed from that of non- immigrant parents: immigrant parents communicated less frequently, had more difficulty comprehending the communication, and were less satisfied with the communication. The immigrant parents especially emphasized the academic progress of their children and were concerned with the quality of teaching. L’etude porte sur la nature des communications entre la famille et l’ecole dans le cas de nouveaux immigrants chinois. A l’aide de questions ouvertes, l’auteure a interviewe 21 familles d’immigrants chinoises et 19 familles de non-immigrants europo- canadiennes. Le mode de communication des parents chinois differe de celui des parents non immigrants : les parents chinois communiquent moins frequemment, ont plus de difficulte a comprendre la communication et en tirent moins de satisfaction. Ils mettent surtout l’accent sur les progres scolaires de leurs enfants et se preoccupent de la qualite de l’enseignement.

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/7518aa986e4100946d5b24696561ab95d4a6db08

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Laura McFarland-Piazza
2. Guofang Li
3. C. Ji
4. S. Koblinsky
5. Elizabeth Murray
6. L. Harrison
7. M. Antony-Newman

In Language and Linguistics

1. Laura McFarland-Piazza
2. Guofang Li
3. C. Ji
4. S. Koblinsky
5. Elizabeth Murray
6. L. Harrison

Citations in the corpus

• What Do Parents Think? Middle-Class Chinese Immigrant Parents' Perspectives on Literacy Learning, Homework, and School-Home Communication. (2006, result): “When asked about their involvement in school settings, the parents’ responses were consistent with previous research findings (Constantino, Cui, & Faltis, 1991; Dyson, 2001; Li, 2006).”
• Parent Involvement in Children’s Education (2009, background): “However, unlike the Chinese immigrants in several Canadian studies (e.g., Dyson, 2001; Li, 2001), many of these families are not highly educated and work in lower skilled occupations.”
• Changing patterns of parent–teacher communication and parent involvement from preschool to school (2015, background): “These findings are consistent with Dyson (2001), who found parents who did not speak English as their first language communicated less frequently with their child’s teacher than parents who did speak English as their first language.”