The Interaction Between Family Language Policy and Educators in Early Language Education

2020 ◽  
pp. 1-22
Author(s):  
İrem Bezcioğlu-Göktolga
Keyword(s):  
Language Policy ◽  
Language Education ◽  
Early Language ◽  
Family Language Policy ◽  
Family Language

scholarly journals Language Ideologies, Practices, and Kindergarteners’ Narrative Macrostructure Development: Crucial Factors for Sustainable Development of Early Language Education

2021 ◽  
Vol 13 (13) ◽  
pp. 6985
Author(s):  
Jing Yin ◽  
Yan Ding ◽  
Lin Fan
Keyword(s):  
Sustainable Development ◽  
Language Policy ◽  
Language Ideologies ◽  
Language Education ◽  
Equation Modeling ◽  
Language Practices ◽  
Early Language ◽  
Family Language Policy ◽  
Family Language ◽  
The Relationship

This paper explored crucial factors to achieve sustainable development of early language education by examining the relationship between two dimensions of family language policy—language ideologies and language practices—as well as the relationship between family language policy and the development of children’s narrative macrostructure. Data were collected via a language performance test and a questionnaire survey of 131 kindergartners from 10 kindergartens in a Chinese city. Structural equation modeling corroborated the relationship between family language ideologies and family language practices proposed by family language policy theorists. Results showed that family language policy significantly predicted kindergarteners’ development of narrative macrostructure. In addition, age was shown to be a significant predictor of narrative macrostructure development, whereas gender was not. Implications for early intervention of children’s narrative macrostructure development were discussed.

scholarly journals Immigration policy as family language policy: Mexican immigrant children and families in search of biliteracy

2017 ◽  
Vol 23 (3) ◽  
pp. 757-770 ◽  
Author(s):  
Sarah Gallo ◽  
Nancy H Hornberger
Keyword(s):  
Elementary School ◽  
Language Policy ◽  
Immigration Policy ◽  
Language Education ◽  
Mexican Immigrant ◽  
Language And Literacy ◽  
Family Language Policy ◽  
School Aged Children ◽  
The Usa ◽  
Family Language

Aims and objectives/purpose/research questions: In this article we draw upon the ethnography of language planning and policy (LPP) to examine the complexities of how young Latino children with a recently deported parent engage with family language policies within their routine interactions. We explore the following questions. (1) How do US elementary school-aged children engage with, resist, and refashion family language and literacy policies alongside their parents in the face of parental deportations to Mexico? (2) How do children’s and parents’ experiences with monoglossic ideologies of schooling in the USA and Mexico shape family LPP and migratory decisions? Design/methodology/approach: The data come from a three-year ethnography on Mexican immigrant fathers and their elementary school-aged children conducted within the context of heightened deportations. Data and analysis: We focus on the case of eight-year-old Princess following her father’s deportation to examine how she articulated awareness of their counterpoint lives as she engaged in LPP alongside her mother. Findings/conclusions: Our findings reveal the unintended language education consequences of immigration policy as well as the complex ways that children discursively contribute to family LPP and migration decisions. Originality: This article uniquely highlights the complex interplay between immigration policy and LPP in the daily lives of mixed status Mexican immigrant families and the active roles that children play in shaping family language policy and migratory decisions. Significance/implications: We illustrate how children orient to monoglossic schooling ideologies as they prepare for and contest the possibilities of transnational schooling in Mexico and how limited opportunities to develop dynamic bilingualism or biliteracy in US schools shape families’ decisions. We argue that educational policy and classroom practices that open up ideological and implementational spaces to dynamically develop both languages are needed to better prepare children—especially those from undocumented families within a context of unprecedented deportations—for educational success on both sides of the border.

Family Language Policy

2016 ◽  
pp. 1-13
Author(s):  
Kendall A. King ◽  
Lyn Wright Fogle
Keyword(s):  
Language Policy ◽  
Family Language Policy ◽  
Family Language
Sign in / Sign up

Export Citation Format

Share Document