Distrust vs. enthusiasm: digital technologies in the transmission of the culture of origin to children from immigrant families

Authors

  • Roberta Perrone Gems American Academy
  • Mariona Grané Universitat de Barcelona, España

DOI:

https://doi.org/10.60020/1853-6530.v14.n26.43745

Keywords:

digital technology; children and screens; digital parenting; immigration; cultural transmission

Abstract

This investigation aims to contribute to the knowledge regarding the role of digital technologies in the maintenance and transmission of the cultural identity of families that are part of contemporary migratory flows. Parental attitudes and family educational strategies in relation to technologies are determinants of children’s ability to maintain their culture and native language, as well as developing their own identity. This is a qualitative study oriented towards understanding through the perceptions of families that are part of this contemporary phenomenon. Data were collected through in-depth interviews with Brazilian immigrant families residing in the United Arab Emirates.A customized database was created for the analysis of the results, which allow us to conclude that the role of digital technologies in cultural transmission among immigrant families is yet minor and little explored, but very promising and still has a long way to go.

Downloads

Download data is not yet available.

References

Amante, L. (2016). Childhood, digital culture and parental mediation. En: I. Pereira, A. Ramos and J. Marsh (2016). The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research. pp. 205-212. Centro de Investigação em Educação (CIEd). Universidade do Minho.

Anderson, D. R. y Subrahmanyam, K. (2017). Digital screen media and cognitive development. Pediatrics, 140 (Supplement_2), S57-S61. https://doi.org/10.1542/peds.2016-1758C

Batley, E., Candelier, M., Hermann-Brennecke, G., Szepe, G. (1993). Language Policies for the World of the Twenty-first Century. Report for UNESCO. Paris: FIPLV. https://unesdoc.unesco.org/ark:/48223/pf0000130228

Boruchowski, I. D. y Lico, A. L. (2014). Como manter e desenvolver o português como língua de herança. Brasil em Mente. https://sistemas.mre.gov.br/kitweb/datafiles/Oslo/pt-br/file/13_Assuntos_para_a_Comunidade/13-04-2016_livro_Portugues.pdf

Brito, R. y Dias, P. (2016). La tecnología digital, aprendizaje y educación; prácticas y percepciones de niños menores de 8 años y sus padres. ENSAYOS, Revista de la Facultad de Educación de Albacete, 31(2). http://www.revista.uclm.es/index.php/ensayos

Brito, R., Francisco, R., Dias, P., Chaudron, S. (2017). Family dynamics in digital homes: the role played by parental mediation in young children’s digital practices around 14 European countries. Contemporary Family Therapy, 39(4), 271-280. https://doi.org/10.1007/s10591-017-9431-0

Brzozowski, J. (2012). International migration and economic development. Estudos avançados, 26, 137-156. https://doi.org/10.1590/S0103-40142012000200009

Cortés, M. E. G. y Carretero, A. B. (2006). Empleo y usos de internet en las comunidades inmigradas. La red como herramienta neutralizadora de la distancia. Primera Revista Digital en Iberoamérica Especializada en Comunicología, 2. http://hdl.handle.net/10016/21639

Daure, I. y Reveyrand-Coulon, O. (2009). Transmissão cultural entre pais e filhos: uma das chaves do processo de imigração. Psicologia clínica, 21, 415-429. https://doi.org/10.1590/S0103-56652009000200011

Dore, R. A., Zosh, J. M., Hirsh-Pasek, K., Golinkoff, R. M. (2017). Plugging into word learning: the role of electronic toys and digital media in language development. En F.C. Blumberg y P.J. Brooks. Cognitive development in digital contexts ,75-91. Academic Press. https://doi.org/10.1016/B978-0-12-809481-5.00004-3

Eisenchlas, S. A., Schalley, A. C., Moyes, G. (2016). Play to Learn: Self-Directed Home Language Literacy Acquisition Through Online Games. International Journal of Bilingual Education and Bilingualism 19 (2): 136–152. https://doi.org/10.1080/13670050.2015.1037715

Grané, M. (2021). Mediación digital parental. ¿Es necesaria una educación digital en la primera infancia?. Edutec, Revista Electrónica De Tecnología Educativa, (76), https://doi.org/10.21556/edutec.2021.76.2037

Guernsey, L. (2017). Who’s by Their Side? Questions of Context Deepen the Research on Children and Media: Commentary on Chapter 1. En R.

Barr y D. Linebarger (Ed.), Media Exposure During Infancy and Early Childhood. The Effects of Content and Context on Learning and Development (p. 25-32). Switzerland. Springer Nature. https://link.springer.com/book/10.1007/978-3-319-45102-2

Gruchel, N., Kurock, R., Bonanati, S., Buhl, H.M. (2022). Parental involvement and Children’s internet uses - Relationship with parental role construction, self-efficacy, internet skills, and parental instruction. Computers & Education, 182. https://doi.org/10.1016/j.compedu.2022.104481

Jenkins, R. (2014). Social Identity. Routledge. https://doi.org/10.4324/9781315887104

Jiménez-Morales, M., Montaña, M., Medina-Bravo, P. (2020). Childhood use of mobile devices: Influence of mothers’ socio-educational level. Comunicar 64(27). https://doi.org/10.3916/C64-2020-02

Johnson, D. R., Scheitle, C. P., Ecklund, E. H. (2021). Beyond the in-person interview? How interview quality varies across in-person, telephone, and Skype interviews. Social Science Computer Review, 39(6). https://doi-org.sire.ub.edu/10.1177/0894439319893612

Kumpulainen, K., Sairanen, H., Nordström, A. (2020). Young children’s digital literacy practices in the sociocultural contexts of their homes. Journal of Early Childhood Literacy, 20(3). https://doi.org/10.1177/1468798420925116

Lauricella, A., Wartella, E., Rideout, V. (2015). Young children’s screen time: The complex role of parent and child factors. Journal of Applied Developmental Psychology, 36, 11–17. https://doi.org/10.1016/j.appdev.2014.12.001

Lee, H.E., Kim, J.Y., Kim, C. (2022). The influence of parent media use, parent attitude on media, and parenting style on children’s media use. Children, 9(37). https://doi.org/10.3390/children9010037

Little, S., (2019). ‘Is there an app for that?’ Exploring games and apps among heritage language families. Journal of Multilingual and Multicultural Development, 40(3). https://doi.org/10.1080/01434632.2018.1502776

Livingstone, S. y Blum-Ross, A. (2020). Parenting for a digital future: How hopes and fears about technology shape children's lives. Oxford University Press, USA.

Livingstone, S. y Zhang, D. (2021). How and why parents support their child's learning online. Parenting for a Digital Future: Survey Report 5. LSE. Department of Media and Communications. http://shorturl.at/cdgi0

Maehler, D. B., Daikeler, J., Ramos, H., Husson, C., Nguyen, T. A., (2021). The cultural identity of first-generation immigrant children and youth: Insights from a meta-analysis. Self and Identity, 20(6). https://doi.org/10.1080/15298868.2020.1765857

Martínez-Salgado, C. (2012). El muestreo en investigación cualitativa: principios básicos y algunas controversias. Ciência & saúde coletiva, 17. https://doi.org/10.1590/S1413-81232012000300006

McIntosh, M. J. y Morse, J. M. (2015). Situating and constructing diversity in semi-structured interviews. Global qualitative nursing research, 2. https://doi-org.sire.ub.edu/10.1177/2333393615597674

MRE. Ministério das Relações Exteriores – Governo do Brasil. (2020). Proposta curricular para o ensino de português como língua de herança. FUNAG. http://funag.gov.br/biblioteca/download/Cartilha%205-DIGITAL.pdf

Nikken, P. (2017). Implications of low or high media use among parents for young children’s media use. Cyberpsychology, 11(3). https://dx.doi.org/10.5817/CP2017-3-1

Ochoa, W. y Reich, S.M. (2020). Parents’ beliefs about the benefits and detriments of mobile screen technologies for their young children’s learning: a focus on diverse Latin mothers and fathers. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.570712

Papadakis, S., Zaranis, N., Kalogiannakis, M. (2019). Parental involvement and attitudes towards young greek children’s mobile usage. International Journal of Child-Computer Interaction, 22. https://doi.org/10.1016/j.ijcci.2019.100144.

Park, S. M. y Sarkar, M. (2007). Parents’ attitudes toward heritage language maintenance for their children and their efforts to help their children maintain the heritage language: A case study of Korean-Canadian immigrants. Language, culture and curriculum, 20(3). https://doi-

org.sire.ub.edu/10.2167/lcc337.0

Pila, S., Lauricella, A. R., Piper, A. M., Wartella, E. (2021). The power of parent attitudes: Examination of parent attitudes toward traditional and emerging technology. Human Behavior and Emerging Technologies, 1–12. https://doi.org/10.1002/hbe2.279

Piotrowski, J.T. (2017). The parental mediation context of young children’s media use. En R. Barr y D. Linebarger (Ed.). Media exposure during infancy and early childhood. The effects of content and context on learning and development (pp. 205-219). Springer Nature.

Pose, M.M., Casablancas, S., Berlín, B. (2021). Variables que influyen en el aprendizaje con tecnologías durante la primera infancia. En L. Crescenzi-Lanna y M. Grané (coord.). Infancia y pantallas. Evidencias actuales y métodos de análisis, pg 29-39. Octaedro: Barcelona. https://www.doi.org/10.36006/16283

Rideout, V. y Hamel, E. (2006). The media family. Kaiser Family Foundation. https://www.kff.org/other/the-media-family-electronic-media-in-the/

Rideout, V. y Robb, M. B. (2020). The Common Sense census: Media use by kids age zero to eight, 2020. San Francisco, CA: Common Sense Media.

Robles, B. (2011). La entrevista en profundidad: una técnica útil dentro del campo antropofísico. Cuicuilco, 18(52). http://shorturl.at/alnt0

Salö, L., Ganuza, N., Hedman, C., Karrebæk, M. S. (2018). Mother tongue instruction in Sweden and Denmark. Language Policy, 17(4). https://doi-org.sire.ub.edu/10.1007/s10993-018-9472-8

Sandberg, H., Sjöberg, U., Sundin, E. (2021). Toddlers’ digital media practices and everyday parental struggles: Interactions and meaning-making as digital media are domesticated. Nordicom Review, 42(S4). https://doi.org/10.2478/nor-2021-004106

Szecsi, T. y Szilagyi, J., (2012). Immigrant Hungarian families' perceptions of new media technologies in the transmission of heritage language and culture, Language, Culture and Curriculum, 25 (3). https://doi.org/10.1080/07908318.2012.722105

Valcke, M., Bonte, S., De Wever, B., Rots, I. (2010). Internet parenting styles and the impact on Internet use of primary school children. Computers & Education, 55(2). https://doi.org/10.1016/j.compedu.2010.02.009

Published

2023-12-19

How to Cite

Perrone, R., & Grané, M. (2023). Distrust vs. enthusiasm: digital technologies in the transmission of the culture of origin to children from immigrant families. Virtuality, Education and Science, 14(26), 27–42. https://doi.org/10.60020/1853-6530.v14.n26.43745

Issue

Section

Theoretical Basis and Research