Example of an intervention with fathers

Elfert (2007) reports that, in Turkey, AÇEV implemented a program to support fathers (The Father Support Program). This program is designed to support fathers by

• making them more aware of the development and education of their child,
• increasing their knowledge about child development,
• helping them acquire more communication skills that are less authoritarian, and
• guiding them toward doing more literacy activities and spending more time with their child.

The program targets fathers of children between the ages of two and ten. EIfert reports that they succeeded in reaching 13,000 fathers and children in 25 provinces in Turkey.

Both quantitative and qualitative methods were used to evaluate ACEV's father support program. The quantitative evaluation was done using an inventory of attitudes and the qualitative evaluation was done using interviews with fathers and mothers. A correlation can be seen between what these parents reported and the results of the inventory of attitudes. The inventory results show changes in the attitudes of fathers participating in the program. Fathers became less traditional and less authoritarian and more permissive as parents. In addition, communication improved between the fathers and their child (Kogak, 2004).

The Coalition francophone's research reveals that more fathers were drawn to the program that targets parents of school-age children (in this case, children in grade 1). One conclusion may be that fathers are in general more interested in helping their child with homework and encouraging him in his academic development. We are of the opinion that in Ontario, where the school system includes a full-time preparatory cycle (preschool at the age of four and kindergarten at the age of five);it should be possible to recruit fathers well in advance of the first grade.

4.2 Linguistic elements identified in the research

4.2.1 Languages in exogamous homes

In the United States, Padak and Rasinski (2000) observed an improvement in spoken language and in reading skills when families participate in a family literacy program. Children who speak English as a second language improved their skills in English, the language of instruction.

The Coalition francophone' research showed that a notable proportion of exogamous families participated in the programs. In fact, 35%-45% of the participating parents were living in an exogamous situation. The mother tongue of the majority of the parents was French.