Relationships Among Language Ideologies, Family Language Policies, and Children's Language Achievement: A Look at Cantonese-English Bilinguals in the U.S

2012 ◽  
Vol 35 (3) ◽  
pp. 294-313 ◽  
Author(s):  
Genevieve Leung ◽  
Yuuko Uchikoshi
Keyword(s):  
Language Ideologies ◽  
Language Policies ◽  
Language Achievement ◽  
Family Language ◽  
The U.S

Family Language Policies in a Libyan Immigrant Family in the U.S.

2018 ◽  
Vol 15 (3) ◽  
pp. 369-387 ◽  
Author(s):  
Bedrettin Yazan ◽  
Ilham Ali
Keyword(s):  
Religious Identity ◽  
Language Ideologies ◽  
Southeast United States ◽  
Ethnolinguistic Identity ◽  
Individual Interviews ◽  
Planning Decisions ◽  
Family Language ◽  
Arabic Speaking ◽  
The Impact ◽  
The U.S

Addressing the paucity of research on the experiences of Arabic-speaking Muslim immigrant families, this study investigated the family language policy (FLP) of a Libyan family currently residing in the Southeast United States. More specifically, it focused on the impact of the parents’ language ideologies and ethnolinguistic aspirations on their language planning decisions about their daughter’s maintenance of Arabic. It drew upon the theoretical constructs of language ideologies (Woolard, 1998) and capital (Bourdieu, 1986). Part of a larger study, the data in this paper are gleaned from two sources: a questionnaire and two rounds of semi-structured individual interviews. The findings suggested that the Abdel-Aziz family’s FLP is driven by the parents’ vision and expectations for their children’s language use, which include (a) aspirations to develop bilingualism and maintain ethnolinguistic identity, (b) aspirations to develop biculturalism and resist cultural colonization, (c) participating in religious practices and communities, and (d) maintaining relationships with family and Libyan society. In light of the findings, this paper discusses the complex interplay between “linguistic and non-linguistic forces” (Curdt-Christiansen, 2016) in parental language ideologies that influence the emergence and enactment of FLPs. This interplay involves the intertwined nature of language and religious identity, the family’s responses to the dominant societal ideologies in the U.S., and the understanding of linguistic, cultural, and social capital (Ferguson, 2013; Gomaa, 2011; Mills, 2004).

Language ideologies, family language policy, and a changing societal context in Kansas

2019 ◽  
Vol 12 (2) ◽  
pp. 455-483
Author(s):  
Rachel Showstack ◽  
Drew Colcher
Keyword(s):  
Language Ideologies ◽  
Family Background ◽  
Garden City ◽  
Language Policies ◽  
Local Language ◽  
Hispanic Origin ◽  
Rural Town ◽  
Societal Context ◽  
Family Language ◽  
Mexican Family

Abstract This paper examines the language ideologies among parents of Mexican family origin from Garden City, Kansas, and considers the ways in which Latinxs from different sociolinguistic generations have responded to an evolving societal context when making decisions about language use within the family. The analysis is based on 24 video-recorded interviews with parents of Mexican family background who reside in Garden City, a rural town in western Kansas where the majority of the population is of Hispanic origin. Drawing from the linguistic anthropological notion of ‘language ideologies’ and the framework of family langauge policy, the study examines (a) the ideologies that the participants express about the value of Spanish and particular varieties of Spanish in Kansas and (b) how they make reference to local language policies and personal beliefs and attitudes when describing their home language policies. The analysis reveals that local language policies and the availability of resources can dramatically influence the ways in which participants’ linguistic policies and practices reflect their ideological positionings. Findings suggest that there is a need to expand resources for emergent bilinguals and multilingual families in the region.

scholarly journals Transnational experiences, language competences and worldviews: contrasting language policies in two recently migrated Greek families in Luxembourg

Multilingua ◽  
2018 ◽  
Vol 37 (2) ◽  
pp. 153-175 ◽  
Author(s):  
Claudine Kirsch ◽  
Nikolaos Gogonas
Keyword(s):  
Language Ideologies ◽  
Management Strategies ◽  
Language Policies ◽  
Language Resources ◽  
Family Language Policy ◽  
Factors Influencing ◽  
Migrant Families ◽  
Trilingual Education ◽  
Family Language

AbstractAgainst the backdrop of the ongoing crisis-led migration from Southern to Northwestern Europe, the present paper reports on a case study of two families who have recently migrated from Greece to Luxembourg. Luxembourg has a trilingual education system and many pupils of migrant background face difficulties on this account. Drawing on the framework of Family Language Policy, this paper explores the language ideologies and management strategies of two families as well as factors influencing their policies. This qualitative study was based on interviews, observations, and videos recorded by one of the families. The findings show that the families have contrasting language ideologies and management strategies that are informed by their differing transnational experiences, competences and worldviews. This study can contribute to a better understanding of the ways in which migrant families use their language resources in their new country.

scholarly journals Intersections of official and family language policy in Quebec

2020 ◽  
Author(s):  
Susan Ballinger ◽  
Melanie Brouillard ◽  
Alexa Ahooja ◽  
Ruth Kircher ◽  
Linda Polka ◽  
...  
Keyword(s):  
Language Policy ◽  
Language Ideologies ◽  
Institutional Support ◽  
Official Language ◽  
Language Policies ◽  
Family Language Policy ◽  
Heritage Languages ◽  
Public Language ◽  
Individual Interviews ◽  
Family Language

The current paper describes a study that sought to determine the beliefs, practices, and needs of parents living in Montreal, Quebec, who were raising their children bi/multilingually. The parents (N = 27) participated in a total of nine focus group and individual interviews in which they discussed their family language policies (language ideologies, practices, and actions taken to maintain a language). Through rounds of deductive and inductive coding and analysis, family language policies regarding English and/or French were compared with policies regarding heritage languages. The participants’ family language policies were further examined in light of Quebec’s official language policy of interculturalism. Findings indicate a complex co-existence of family and official language policy in which parents both support Quebec’s official language policy by converging towards French as a common public language and questioning the policy’s stance on official institutional support for heritage languages.

scholarly journals Academic Mothers’ Definitions of Bilingualism, Bilinguality, and Family Language Policies

2020 ◽  
Vol 24 (1) ◽  
pp. 22-43
Author(s):  
Tijana Hirsch ◽  
Orly Kayam
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Online Community ◽  
Language Ideologies ◽  
Transnational Families ◽  
Language Policies ◽  
Family Language Policy ◽  
Family Language ◽  
New Hires ◽  
Data Collection Procedure

AbstractBilingual partnerships (Piller & Pavlenko, 2004) and transnational families (Hirsch & Lee, 2018) are on the rise. With mothers spending more time with their children at home, even in dual career partnerships (Hochschild & Machung, 1989), the labor of family language policy (FLP) implementation often falls on them. While increasingly more new hires in academia are women (Finkelstein, Seal, & Schuster, 1998), only 31% of them are mothers (Perna, 2003). In this work, we examine the dominant discourses regarding bilingualism and FLP among academic mothers who find themselves at an intersection of multiple and often competing social positions. Data was collected from 46 academic mothers residing in linguistically-different host societies but all whom gather in an online community they have co-created. Data collection procedure included 22 open-ended questions exploring bilingualism and FLP orientations. Iterative and recursive content analysis was performed, yielding thematic patterns centering around language ideologies, practices, and bilinguality.

scholarly journals Ethnographic Perspectives to Teaching and Learning in Multilingual Contexts

2019 ◽  
Vol 17 (27) ◽  
pp. 1-9
Author(s):  
Ana María Relaño Pastor
Keyword(s):  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Socialization ◽  
Linguistic Anthropology ◽  
Language Policies ◽  
Special Issue ◽  
Communicative Practices ◽  
Sociolinguistic Ethnography ◽  
The Relationship ◽  
The U.S

This special issue addresses the organization of teaching and learning in a variety of multilingual schooling contexts from different critical ethnographic perspectives (i.e.: critical sociolinguistic ethnography, linguistic anthropology, and language socialization). By analyzing a range of educational settings in Spain, the U.S., the U.K., Argentina, and Guatemala, the articles establish a dialogue with different ethnographically-oriented studies to understand the relationship between situated communicative practices, language policies, language ideologies, dominant discourses about bi-multilingualism, and wider social, cultural and economic processes.

Transnational Sri Lankan Sinhalese family language policy: Challenges and contradictions at play in two families in the U.S.

Multilingua ◽  
2020 ◽  
Vol 39 (4) ◽  
pp. 475-498
Author(s):  
Ronald Fuentes
Keyword(s):  
Language Policy ◽  
Language Ideologies ◽  
Management Strategies ◽  
Sri Lankan ◽  
Family Language Policy ◽  
Social Prestige ◽  
Family Language ◽  
Global Citizenry ◽  
Heritage Language Development ◽  
The U.S

AbstractThis study examines how the transnational lives of two Sinhalese-speaking Sri Lankan families in the rural U.S. influenced family language policy (FLP) and how they (re)positioned themselves in response to their transnational lives. Employing an ethnographic design, including interviews and observations, this study explores the families’ language ideologies and management strategies and the factors that shaped their policies. Both families held similar language ideologies but contrasting management strategies that were informed by a differing socioeconomic status and eventual home country return, and which in turn led to different ways of FLP formation and implementation. FLPs were aimed at accruing capital and social prestige to facilitate the navigation of spaces in family members’ present and (imagined) future lives in Sri Lanka and the U.S., and possibly beyond; yet, these same policies created a sense of ambivalence in regards to transnationals’ cultural and linguistic identities and attachments. The findings show the competing and contradictory forces at play in transnational bilingual children’s heritage language development. This study draws attention to how transnationals navigate global citizenry and how they make decisions about language as they reimagine and refashion their membership into multiple communities in an interconnected world.

The past is prologue

2018 ◽  
Vol 17 (3) ◽  
pp. 366-385 ◽  
Author(s):  
David Cassels Johnson ◽  
Crissa Stephens ◽  
Stephanie Gugliemo Lynch
Keyword(s):  
Language Policy ◽  
Language Ideologies ◽  
Public Policies ◽  
Social Structures ◽  
New Latino Diaspora ◽  
Policy Initiatives ◽  
The Past ◽  
Historical Processes ◽  
The U.S

Abstract This article examines reactions to the changing linguistic ecology in the U.S. state of Iowa, which is experiencing a demographic phenomenon often referred to as the New Latino Diaspora (NLD) (Hamann et al., 2002). We first examine the historical processes and social structures that link current language policy initiatives within Iowa to local and national nativism. We then analyze public policies and texts to reveal how language ideologies circulate across diverse texts and contexts, forming discourses that shape the experiences of Latin@s in Iowa.

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