Nguyen Family
Nguyen Van Son has worked very hard since he came to this country with his uncle 12 years ago. After graduating from high school near the top of his class, he completed mechanical drafting course at a technical college. He has a good job working for a manufacturing company. His wife Dang Van Binh, an old family friend, came from Vietnam only six years ago and they were married soon after. Her English is still not good, so she takes evening classes. Their three year old son Nguyen Thi Hoang goes to a half-day preschool program because his father is eager for him to become comfortable speaking English with other children. Their baby daughter Le Thi Tuyet is at home with her mother. On weekends, the family spends time with other Vietnamese families, eager for companionship and preserving their memories of Vietnam. None of their neighbors talk much with this family, assuming they cannot speak English.
Case Study taken from: Chapter 2, p. 23
Gestwicki, C. (2013). Home, School, and Community Relations. Wadsworth Cengage Learning.
1. List the facts about the Nguyen family. 2. Use inference* to identify the possible strengths of the Nguyen family. 3. Use inference* to identify the possible challenges of the Nguyen family.
*Inference: to develop an opinion or conclusion based on facts.
4. List the multiple influences that might be impacting the development and learning of their three-year-old son Nguyen Thi Hoang. 5. Select one of the influences you listed in #4, and briefly discuss how it may be impacting Nguyen Thi Hoang’s development and learning. 6. How might knowing this (influences from #4 and how it impacts development and learning #5), change the way the teacher works with the Nguyen family? 7. Give three specific strategies Lenore could use to build a positive relationship with Nguyen Thi Hoang (the child/student). 8. Why is it important for the teacher to build positive relationships and to use supportive interactions with all children in the class? 9. List potential personal attitudes, beliefs, and biases the teacher might have in relation to the Ngyuen family. 10. How might the teacher’s attitudes, beliefs, and biases affect her relationship with Nguyen Thi Hoang and his family? 11. What steps could the teacher take to change her attitudes, beliefs, and biases to improve her ability to relate to, support Nguyen Thi Hoang and his family? 12. Describe how the teacher might better engage the family in a respectful, reciprocal relationship. 13. List several specific, appropriate, creative, and realistic strategies the teacher might use to involve the family and the community in the Nguyen Thi Hoang’s development and learning. 14. Describe several ways the teacher might advocate on behalf of Nguyen Thi Hoang and his family?