One of the challenges that Caribbean immigrant parents and children face as they settle into their new environment is interacting with teachers using their variety of English. This study seeks to explore the experiences of Caribbean immigrant parents and their children in their interactions with teachers in Toronto and the perceptions that they have about these interactions. The author’s purpose is to bring voice to their language encounters.
Qualitative analysis is utilized throughout the general discussion of the study. Using Colaizzi’s (1978) phenomenology approach, data was collected through semi-structured interviews from a sample of six immigrant parents and seven children within Toronto. The central themes that emerge from the data are organized under the four research questions. The results of the research may assist policy makers, educators, teachers, and support staff who plan and implement programs geared towards enhancing the interaction between themselves and Caribbean immigrant students and parents.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/42650 |
| Date | 20 November 2013 |
| Creators | Stewart-Reid, Karlene |
| Contributors | Gagne, Antoinette |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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