Teacher Communication With Native English and Native Spanish Speaking Parents During Head Start Parent -Teacher Conferences
Cheatham, Gregory A.
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Permalink
https://hdl.handle.net/2142/80006
Description
Title
Teacher Communication With Native English and Native Spanish Speaking Parents During Head Start Parent -Teacher Conferences
Author(s)
Cheatham, Gregory A.
Issue Date
2007
Doctoral Committee Chair(s)
Ostrosky, Michaelene M.
Department of Study
Special Education
Discipline
Special Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Bilingual and Multicultural
Language
eng
Abstract
This study seeks to investigate communication between native English- and native Spanish-speaking parents and their children's native English-speaking teachers during Head Start parent-teacher conferences for young children from at-risk environments and those with special needs. Results of qualitative analysis of participant interviews suggested that teachers and parents tended to expect teachers to control conferences and act as experts. Parents were expected to be passive and defer to teacher expertise. Results of conversation analysis and utterance counts of conference talk indicated that parents, particularly bilingual and native Spanish-speaking parents, acquiesced to teachers' control and expertise. From a theoretical perspective, teachers' asymmetrical power (as a product of their education, training, and institutional roles) was essential to limiting parent participation during conferences.
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