A survey study of the language and literacy practices of first-generation Turkish immigrant families with 3- to 6-year-old children was conducted in England. Information on family socioeconomic background, migration history and language skills of 168 first-generation Turkish parents was collected through structured interviews in Greater London and Northwest England. The study findings suggest that early childhood experiences that are important for the educational attainment of immigrant children may be affected by the family characteristics and the integration experiences of parents. Regression analyses demonstrated that parents from disadvantaged backgrounds engaged in language and literacy activities less often and preferred Turkish as the interaction language at home. Parent’s social integration, measured via parent’s length of residence and English skills, significantly predicted their language use with their children. Low social integration was associated with increased Turkish use, whereas high social integration was associated with more frequent language and literacy activities at home.

在英格兰进行了一项关于有 3 至 6 岁儿童的第一代土耳其移民家庭的语言和读写实践的调查研究。通过在大伦敦和英格兰西北部的结构化访谈收集了 168 位土耳其第一代父母的家庭社会经济背景、移民历史和语言技能信息。研究结果表明，对移民儿童的教育成就很重要的早期儿童经历可能会受到家庭特征和父母融合经历的影响。回归分析表明，来自弱势背景的父母较少参与语言和识字活动，他们更喜欢土耳其语作为家庭互动语言。父母的社会融合，通过父母的居住时间和英语技能来衡量，显着预测了他们与孩子的语言使用情况。社会融合度低与土耳其语使用增加有关，而社会融合度高与在家中更频繁的语言和识字活动有关。