- This event has passed.
Thesis Defence: Perceptions of Parents and Educators on the Role of Early Childhood Education in the Maintenance of Heritage Language
August 5, 2025 at 9:00 am - 1:00 pm
Julia Magacho Borsari, supervised by Dr. Lynn Bosetti, will defend their thesis titled “Perceptions of Parents and Educators on the Role of Early Childhood Education in the Maintenance of Heritage Language” in partial fulfillment of the requirements for the degree of Master of Arts in Education.
An abstract for Julia Magacho Borsari’s thesis is included below.
Defences are open to all members of the campus community as well as the general public. Please email lynn.bosetti@ubc.ca to receive the Zoom link for this defence.
Abstract
This thesis explores how early childhood educators (ECEs) and parents/guardians in East Vancouver, British Columbia, perceive and navigate the role of early childhood education in the maintenance of heritage languages (HL). Guided by three research questions: (1) What are the expectations of educators and immigrant parents regarding the role of early childhood education in the maintenance of heritage languages; (2) How does maintenance of Heritage Language (HL) influence the positive formation of culture identity of children of immigrant families; and (3) How can early childhood education support children and their families transition into local culture, the study examines expectations around HL maintenance, its influence on children’s cultural identity, and how early learning settings can support families transitioning into Canadian society.
Using a qualitative design, the research draws on data from focus groups with twenty early childhood educators and interviews with four immigrant families. The reflexive thematic analysis used in this study identified four central themes: (1) Relational Practices of Support, (2) Navigating Institutional and Family Pressures, (3) Negotiating Language Responsibilities, and (4) Balancing Language, Identity and Support. The findings indicate that parents/guardians perceive heritage language as essential to their children’s identity and sense of belonging; however, their efforts to maintain it often face systemic barriers and emotional challenges. Educators, while dedicated to support children HL, work within a system that often prioritizes English.
These insights highlight the importance for intentional, equity-centred partnerships between families and educators. Building on this, this thesis argues for early learning policies that recognize HL maintenance as a right and view it as a collective responsibility supported within inclusive early childhood education.
