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The Perspectives and Experiences of Families from Mexican Immigrant Backgrounds with Collaborative Project-based Learning in their Children’s Bilingual Classroom
Journal of Latinos and Education Pub Date : 2021-07-06 , DOI: 10.1080/15348431.2021.1935257
Adriana Alvarez 1
Affiliation  

ABSTRACT

This qualitative study examined the perspectives and experiences of seven focal families from Mexican immigrant backgrounds that participated in collaborative project-based learning in their children’s bilingual classroom. Projects centered on children’s experiential knowledge, and were created bilingually . Findings indicate that parents perceived project-based learning as an uncommon practice at the school. This perspective was also accompanied by parents’ memories of their own schooling experiences in Mexico with project-based learning, often contrasting them with reductionist tasks their children receive. Parents attributed value when projects fostered their children’s agency and interests, which led to their excitement and shared engagement. However, such unfamiliarity also caused anxious feelings of uncertainty regarding how to start, the desire for examples, and time restrictions. Implications discuss opportunities for an organic and inclusive approach toward project-based learning that integrates families' linguistic, cultural, and experiential knowledge.



中文翻译:

墨西哥移民家庭对孩子双语课堂中基于项目的协作学习的看法和经验

摘要

这项定性研究调查了来自墨西哥移民背景的七个焦点家庭的观点和经验,这些家庭参与了孩子双语课堂中基于项目的协作学习。项目以儿童的体验知识为中心,并以双语创建。调查结果表明,家长认为基于项目的学习在学校是一种不常见的做法。这种观点还伴随着家长对自己在墨西哥基于项目学习的学校教育经历的回忆,经常将其与孩子接受的简化任务进行对比。当项目培养孩子的能动性和兴趣时,父母会给予重视,这会导致他们兴奋和共同参与。然而,这种陌生感也让我产生了不知道如何开始的焦虑感,对例子的渴望和时间限制。含义讨论了采用有机和包容性方法进行基于项目的学习的机会,该方法整合了家庭的语言、文化和体验知识。

更新日期:2021-07-06
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