About this paper

Appears in:
Pages: 1116-1126
Publication year: 2015
ISBN: 978-84-606-5763-7
ISSN: 2340-1079

Conference name: 9th International Technology, Education and Development Conference
Dates: 2-4 March, 2015
Location: Madrid, Spain

EDUCATIONAL INCLUSION OF CHILDREN FROM BILINGUAL FAMILIES - PEDAGOGICAL IMPLICATIONS

R. Petani1, M. Karamatić Brčić1, T. Baždarić2

1University of Zadar (CROATIA)
2High school Vladimir Nazor Zadar (CROATIA)
The inclusion of children from bilingual families in educational system ought to be considered from pedagogical perspective since the emphasis is placed both on upbringing and education. The subject of bilingualism is relevant to social and pedagogical context in terms of the application of new methods and forms of work to the process of bilingual development of children in families as well as in educational institutions. Whether monolingual, bilingual or multilingual a family is one of the most important factors for child development having almost crucial influence on a child’s personality. The aim of this paper is to present the role of bilingualism in the family context which is the primary factor of education as well as its role in the context of the later inclusion of bilingual children in the institutional system of education. In the context of this study bilingualism is defined as simultaneous acquisition of two languages up to pre-school years with special emphasis being placed on ’’one parent-one language’’ method. The upbringing of a child represents a way to raise the awareness about the sense of belonging to a particular environment; it is a way to increase the awareness of personal and cultural identity for every family, above all, for bilingual families with both parents aspiring to convey their language, culture and history to a child. In order to highlight some of the common parental misconceptions about the negative impact of simultaneous bilingualism on speech and language development in children this paper provides an overview of speech and language development in bilingual children compared to monolingual children, while emphasizing at the same time the belief that the success parents would reach in bilingual education is above all directly related to their personal definition of a family and their attitudes towards bilingualism. Bilingual education and bilingualism are challenges placed in front of the entire family and educational institutions. Such perception highlights the relevance of the theme in wider social and narrow pedagogical context.
@InProceedings{PETANI2015EDU,
author = {Petani, R. and Karamatić Brčić, M. and Baždarić, T.},
title = {EDUCATIONAL INCLUSION OF CHILDREN FROM BILINGUAL FAMILIES - PEDAGOGICAL IMPLICATIONS},
series = {9th International Technology, Education and Development Conference},
booktitle = {INTED2015 Proceedings},
isbn = {978-84-606-5763-7},
issn = {2340-1079},
publisher = {IATED},
location = {Madrid, Spain},
month = {2-4 March, 2015},
year = {2015},
pages = {1116-1126}}
TY - CONF
AU - R. Petani AU - M. Karamatić Brčić AU - T. Baždarić
TI - EDUCATIONAL INCLUSION OF CHILDREN FROM BILINGUAL FAMILIES - PEDAGOGICAL IMPLICATIONS
SN - 978-84-606-5763-7/2340-1079
PY - 2015
Y1 - 2-4 March, 2015
CI - Madrid, Spain
JO - 9th International Technology, Education and Development Conference
JA - INTED2015 Proceedings
SP - 1116
EP - 1126
ER -
R. Petani, M. Karamatić Brčić, T. Baždarić (2015) EDUCATIONAL INCLUSION OF CHILDREN FROM BILINGUAL FAMILIES - PEDAGOGICAL IMPLICATIONS, INTED2015 Proceedings, pp. 1116-1126.
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