scholarly journals “My Child Is a Perfect Bilingual”: Cognition, Emotions, and Affectivity in Heritage Language Transmission

Languages ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 44 ◽  
Author(s):  
Ivanova
Keyword(s):  
Intergenerational Transmission ◽  
Heritage Language ◽  
First Generation ◽  
Second Generation ◽  
Language Attitudes ◽  
Central Spain ◽  
Proficiency Level ◽  
Positive Attitudes ◽  
The Town ◽  
Key Questions

One of the key questions of studies on heritage language (HL) transmission is which factors most likely foster the intergenerational transmission of HL and more saliently favor its acquisition in second-generation speakers. The present study explores the effect of the cognitive and affective disposition of first-generation speakers on the subjective HL proficiency level in the second generation of Russian-speaking immigrants in the town of Salamanca, central Spain. Based on a scalar questionnaire which enquires into the language practices, language attitudes and language motivations of the first-generation speakers, the study analyzes the effect of self-categorization, attitudes towards HL utility, and strategies of HL intergenerational transmission in ten mixed families. The main results of the study show that positive HL affectivity is key to assuring proficient HL acquisition in second-generation speakers, while negative HL affectivity systematically drives unbalanced Spanish–Russian bilingualism in children. The final results are consistent with those of other recent studies on affectivity in HL and suggest the importance of positive attitudes towards HL in its transmission.

‘Qué barbaridad, son latinos y deberían saber español primero’: Language Ideology, Agency, and Heritage Language Insecurity across Immigrant Generations

2020 ◽  
Author(s):  
Amelia Tseng
Keyword(s):  
Heritage Language ◽  
Language Attitudes ◽  
Heritage Speakers ◽  
Language Identity ◽  
Individual Agency ◽  
Positive Attitudes ◽  
Identity And Agency ◽  
Diverse Backgrounds ◽  
And Behavior ◽  
First And Second Generation

Abstract This case study examines the consequences of community language attitudes and ideologies on later-generation heritage speakers through qualitative sociolinguistic and discourse analysis of 22 interviews with first- and second-generation Latinos of diverse backgrounds in a major US metropolitan area. The findings show that imposed deficit identities derived from ideologies of language purity, proficiency, and individual agency were misunderstood and stigmatized later-generation heritage speakers, leading to language insecurity and avoidance despite overtly positive attitudes toward Spanish maintenance. Results demonstrate the resilience of prescriptive/purist language attitudes and the tension inherent between these beliefs (albeit couched within positive heritage language attitudes) and speakers’ actual bilingualism. Further, they show that the ideologies of individual agency can paradoxically contribute to the imposition of deficit sociolinguistic identities on later-generation speakers and curtail their language use. The study renders visible connections between ideologies of language, identity, and agency and demonstrates how their reproduction within families and communities circumscribes later-generation heritage speakers’ linguistic identities and behavior.

Tamil in the temples – Language and religious maintenance beyond the first generation

Multilingua ◽  
2016 ◽  
Vol 35 (5) ◽  
Author(s):  
Nirukshi Perera
Keyword(s):  
Heritage Language ◽  
First Generation ◽  
Second Generation ◽  
Language Maintenance ◽  
Positive Influence ◽  
Sri Lankan ◽  
Growing Up ◽  
Hindu Temples

AbstractThis study builds on research into the influence of religion on migrant language maintenance in Australia. In the case of Sri Lankan Tamil Hindus, previous studies have found that religious devoutness has a positive influence on the maintenance of Tamil in the home domain. In the religious domain, an ideology which links the Tamil language to the Tamil Hindu (Saiva) religion works in favour of maintaining Tamil in temple spaces in Australia. However this language-religion ideology is challenged by observations that, for the second generation Sri Lankan Tamil Hindu migrants growing up in Australia, a shift to English and disengagement from the religion is occurring. Through interviews with the leaders of three Tamil Hindu temples, I investigate the roles of different languages in the temples and ask whether the temples are contributing to Tamil language maintenance in the religious domain for the second generation. This paper highlights some of the issues faced by temples in engaging young generations in their heritage language and religion; as well as ways that temples are adapting, in a Western setting, in order to establish the religion for the long-term.

scholarly journals Inter-generational transmission in a minority language setting: Stop consonant production by Bangladeshi heritage children and adults

2016 ◽  
Vol 22 (3) ◽  
pp. 255-284 ◽  
Author(s):  
Robert Mayr ◽  
Aysha Siddika
Keyword(s):  
Heritage Language ◽  
First Generation ◽  
Second Generation ◽  
Voice Onset Time ◽  
Onset Time ◽  
Stop Consonant ◽  
Speech Development ◽  
Third Generation ◽  
Term Survival ◽  
Successive Generations

Aims and objectives: The purpose of this study was to gain a better understanding of speech development across successive generations of heritage language users, examining how cross-linguistic, developmental and socio-cultural factors affect stop consonant production. Design: To this end, we recorded Sylheti and English stop productions of two sets of Bangladeshi heritage families: (1) first-generation adult migrants from Bangladesh and their (second-generation) UK-born children, and (2) second-generation UK-born adult heritage language users and their (third-generation) UK-born children. Data and analysis: The data were analysed auditorily, using whole-word transcription, and acoustically, examining voice onset time. Comparisons were then made in both languages across the four groups of participants, and cross-linguistically. Findings: The results revealed non-native productions of English stops by the first-generation migrants but largely target-like patterns by the remaining sets of participants. The Sylheti stops exhibited incremental changes across successive generations of speakers, with the third-generation children’s productions showing the greatest influence from English. Originality: This is one of few studies to examine both the host and heritage language in an ethnic minority setting, and the first to demonstrate substantial differences in heritage language accent between age-matched second- and third-generation children. The study shows that current theories of bilingual speech learning do not go far enough in explaining how speech develops in heritage language settings. Implications: These findings have important implications for the maintenance, transmission and long-term survival of heritage languages, and show that investigations need to go beyond second-generation speakers, in particular in communities that do not see a steady influx of new migrants.

New York City English and second generation Chinese Americans

English Today ◽  
2010 ◽  
Vol 26 (3) ◽  
pp. 3-11 ◽  
Author(s):  
Amy Wing-mei Wong
Keyword(s):  
New York ◽  
Heritage Language ◽  
First Generation ◽  
Second Generation ◽  
Language Shift ◽  
Chinese Americans ◽  
Foreign Born ◽  
Native Languages ◽  
1.5 Generation ◽  
The U.S

Although Chinese Americans set up Chinese heritage language schools as early as 1848 to preserve the heritage language and to promote a sense of ethnic identity among their American-born children (Chao, 1997), there is strong evidence that language shift to English is taking place rather rapidly within the Chinese communities across the U.S. Data from the 2006 ACS show that while only 34.1 percent of first generation (i.e. foreign-born) Chinese Americans reported speaking ‘English very well’, the percentages rise dramatically for those who are American-born (i.e. second generation and beyond) or born overseas but arrived in the U.S. before the age of 16 (i.e. the 1.5 generation). 70.4 percent of the 1.5 generation and 93.8 percent of the American-born Chinese Americans reported speaking ‘English very well’. Additionally, only about 27.6 percent of the ABCs were estimated to speak their heritage language at home. Taken together, these estimates suggest that the rate of shift from Chinese to English is accelerating. Jia (2008) finds that even for first generation Chinese Americans, their Chinese language skills continue to decline with increasing English immersion. Rapid language shift to English means that many ABCs speak English as one of their native languages, if not the only one. This raises interesting sociolinguistic questions concerning the characteristics of the English spoken by ABCs and how ABCs utilize varieties of English to construct and negotiate differences with respect to each other and vis-à-vis the larger social structure.

Dutch immigrants in New Zealand

1992 ◽  
Vol 15 (2) ◽  
pp. 1-18 ◽  
Author(s):  
Jetske Folmer
Keyword(s):  
New Zealand ◽  
First Generation ◽  
Second Generation ◽  
Language Attitudes ◽  
Mother Tongue ◽  
Language Shift ◽  
Language Loss ◽  
Linguistic History ◽  
History Of

Abstract This article contains a report of a case study on language shift and language loss in three generations of a Dutch immigrant family in New Zealand carried out in 1990/1991 (Folmer 1991). Language shift refers to the shift from Dutch to English and language loss to the loss of the mother tongue Dutch. In addition to language shift and loss, the personal linguistic history of the subjects and their (language) attitudes were examined; these topics are only discussed indirectly in this article. One first generation member, five members of the second generation and two third generation children took part in the investigation. The instruments used were an analysis of letters, an interview, a domain questionnaire, an editing test and a correction test. It was found that language shift increases with each generation. The factors education, exogamy, (language) attitudes and age also proved to be important. Furthermore, the type of domain or activity made a difference. In both the first and the second generation the degree of language loss in Dutch was rather low. Some trends in the loss process were established and certain word classes turned out to be more problematic than others.

scholarly journals PARENTS’ LANGUAGE ATTITUDES TOWARDS LANGUAGES AND MAINTENANCE OF HERITAGE LANGUAGE

2020 ◽  
Vol 5 (1) ◽  
pp. 43-52
Author(s):  
Sugiyanta
Keyword(s):  
Social Interactions ◽  
Heritage Language ◽  
Language Attitudes ◽  
Structured Interview ◽  
Community School ◽  
Inhibiting Factors ◽  
Positive Attitudes ◽  
Number Of Factors

This current research is to explore parents’ language attitudes towards languages and maintenance of heritage language and to find out the efforts of maintaining heritage language and its  supporting and inhibiting factors.  In this research, a questionnaire and semi-structured interview were employed to collect data. There were 62 respondents, consisting of 37 males and 25 females coming from eleven provinces in Indonesia. Questionnaires were distributed to the respondents by both electronic and direct systems. Respondents were asked to fill in the questionnaires. Interviews were conducted to some respondents. The findings of this current research reveal that most parents show positive attitudes towards languages and the maintenance of heritage language. The results also indicate that there were some factors supporting the maintenance of heritage language, including parents’ attitudes and roles, community, school, family, daily practices, and culture. In addition, there were a number of factors inhibiting to the maintenance of heritage language such as parents’ attitudes and roles, community, school, family, external culture, and technological advancements. In terms of the efforts to maintain the heritage language, the results show that the language should be taught in the families and at schools, and should be used for social interactions and in traditional and ceremonial events.

Do remittances differ depending on migration pathway and length of stay?

2016 ◽  
Vol 1 (1) ◽  
pp. 105-118
Author(s):  
Anita Pugliese ◽  
Julie Ray ◽  
Neli Esipova
Keyword(s):  
Length Of Stay ◽  
First Generation ◽  
Second Generation ◽  
Global Analysis ◽  
Large Sample ◽  
Migration Pathway ◽  
First Generation Migrants ◽  
Second Generation Migrants

This paper reports the results from Gallup’s global analysis of the likelihood of first-generation migrants, second-generation migrants and the native-born to send financial help in the form of money or goods to others inside or outside their respective country of residence. The findings in this paper are based on more than 450,000 interviews conducted through Gallup’s World Poll in 157 countries in 2012, 2013 and 2014. The sample includes more than 26,000 first-generation migrants and more than 20,000 second-generation migrants. The large sample enables Gallup to analyze first-generation migrants by the duration of their stay in their adopted country and compare their remittance behaviors with second-generation migrants and the native-born.

Marcuse and Habermas's Political Ideas in English

2019 ◽  
pp. 215
Author(s):  
Asaad Abdullwahab AbdulKarim ◽  
Waleed Massaher Hamad ◽  
Salah Ibrahim Hamadi
Keyword(s):  
First Generation ◽  
Second Generation ◽  
Frankfurt School ◽  
Western Thought ◽  
Political Ideas ◽  
Important Impact

Abstract     The Frankfurt School is characterized by its critical nature and it is the result of the Marxist socialist thought as it contributed to the development of the German thought in particular and the Western thought in general through important ideas put forward by a number of pioneers in the various generations of the school and most notably through the leading pioneer in the first generation, Marcuse, and the leading pioneer of the second  generation, Habermas, whose political ideas had an important impact on global thinking and later became the basis of the attic of many critical ideas. In spite of the belief of the school members in the idea of the criticism of power and community, each had his own ideas that distinguish him from the others.

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