Family as a System: Values and Ideologies behind Family Language Policies of Diverse Arabic-Speaking Multilingual Families

2022 ◽  
Author(s):  
Fatma F. S. Said
Keyword(s):  
Language Policies ◽  
Family Language ◽  
Arabic Speaking

New migrants, new challenges? – Activating multilingual resources for understanding mathematics: institutional and interactional factors

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Arne Krause ◽  
Jonas Wagner ◽  
Angelika Redder ◽  
Susanne Prediger
Keyword(s):  
Teaching And Learning ◽  
Video Data ◽  
Target Language ◽  
Mathematical Concepts ◽  
Multilingual Students ◽  
Academic Level ◽  
Long Run ◽  
Family Language ◽  
Face Complex ◽  
Arabic Speaking

Abstract New adolescent migrants from Arabic-speaking countries face complex challenges when participating in regular mathematics classes in Germany: They have been educated in their family language(s) and are obliged to adapt to a new (second or target) language and to different styles of teaching. In contrast, 3rd generation multilingual students, who usually are schooled in German only, have rarely ever used their family languages in mathematics. This poses different challenges for the introduction of multilingual teaching and learning. By comparing German-Turkish 3rd generation students and adolescent refugees from Arabic speaking countries, both in 7th grade, this paper argues for the epistemic importance of considering “multilingual profiles” (i.e. including individual languages and history of migration) for linguistic analyses as well as for didactical designs of learning opportunities. For this purpose, a functional pragmatic discourse analysis of transcribed video-data from bilingual mathematics sessions with up to four multilingual students was conducted. This allows to characterize discursive multilingual profiles and to distinguish different perspectives on and verbalizations of mathematical concepts (in this case: fractions) in classroom discourse. Furthermore, language-specific interfaces of mental and linguistic processes are unfolded which enable new insights into conceptual understanding. The analysis focusses on the languages German, Turkish and Arabic and on 7th grade mathematics classes. The paper shows that the activation of multilingual resources in mathematics classrooms sets a promising approach for a sustainable integration of migrants, since they are enabled to use their subject-related knowledge which, in the long run, holds the potential support for the acquisition of the target language on a pre-academic level.

scholarly journals “Prétendre comme si on connaît pas une autre langue que le swahili”: Multilingual parents in Norway on change and continuity in their family language policies

2019 ◽  
Vol 2019 (255) ◽  
pp. 109-131 ◽  
Author(s):  
Judith Purkarthofer ◽  
Guri Bordal Steien
Keyword(s):  
Family Life ◽  
Democratic Republic ◽  
Democratic Republic Of Congo ◽  
Language Policies ◽  
Republic Of Congo ◽  
Changing Environments ◽  
The Past ◽  
Family Language

Abstract In this article, we examine how parents explain their choices of transmitting certain languages to their children, a key element of family language policies (FLP), in light of their dynamic linguistic repertoires and biographic experiences. Contributing to the framework of FLP, we focus in particular on parents’ memories, their narratives of multilingual upbringing in the past, and how these are used to construct present FLP. We analyze conversations where six multilingual parents in Norway talk about their experiences and intentions regarding FLP, and in particular, their reasons for the transmission of (some of their) languages to their children. The parents of three of the families are from the Democratic Republic of Congo (DRC), and in three others at least one of the parents migrated from Germany. We find that the parents align their decisions with both prior and new experiences. They relate to their language(s), their past and their current family life, and express the wish for continuity across the lifespan. At the same time, they demonstrate a certain flexibility and willingness to adapt to the constantly changing environments that they and their children experience and in which they navigate. Through their complex accounts, their memories and lived language experiences, we can understand parents’ manifold positions as regards their children’s linguistic repertoires.

scholarly journals Pluricentrity, Multilingualism and Heterogeneity of the Learners’ Groups

2021 ◽  
Vol X (1) ◽  
pp. 25-46
Author(s):  
Ekaterina Protassova ◽  
Keyword(s):  
Special Needs ◽  
Language Learners ◽  
Heritage Language ◽  
Cultural Practices ◽  
Language Instruction ◽  
Language Teachers ◽  
Heritage Language Learners ◽  
Language Policies ◽  
Regular Classrooms ◽  
Family Language

Multilingualism, superdiversity, and the abundance of language contacts place new demands on language teachers, who must consider each student’s linguistic biography, family language policies, and cultural practices in order to keep up with their growth in a specific school vs. university subject. Many more languages are becoming pluricentric as they continue to be used in migrating populations. So, they decline or flourish in diaspora and introduce heritage language learners as people with special needs into regular classrooms. Using Russian as an example, the paper suggests methods for organizing language instruction of varied speakers and learners in a heterogeneous integrated university classroom.

scholarly journals Language Policy, Language Practices and Language Shift in Tabriz

2021 ◽  
Author(s):  
◽  
Seyed Hadi Mirvahedi
Keyword(s):  
Language Policy ◽  
Education System ◽  
Language Maintenance ◽  
Minority Groups ◽  
Linguistic Landscape ◽  
Language Policy And Planning ◽  
Language Policies ◽  
Nation States ◽  
Family Language ◽  
Policy And Planning

<p>This thesis examines how Azeri, a minority language with the largest number of speakers in Iran, is marginalized by de facto monolingual language policies of the state favoring Farsi, the only official language, over Azeri in the three selected domains. The research provides insights into how family language policies, i.e. attitudes, ideologies and practices in the home, are influenced by macro policies of multilingual nation-states, leading to language maintenance/shift among minority groups.  The investigation adopted and integrated a number of complementary theoretical frameworks and paradigms. An ecology of language paradigm (Haugen, 1972; Hornberger & Hult, 2008; Mühlhäusler, 1996) was used to situate the research within a broader sociopolitical, historical and economic context. The ethnolinguistic vitality model (Giles, Bourhis, & Taylor, 1977), and language policy and planning (LPP) frameworks proposed by Shohamy (2006) and Lo Bianco (2005, 2008c, 2012a; 2013) were utilized to explore the complex interaction between macro level LPP activities and micro level attitudes and practices. The integrated model demonstrates how language policies implemented within state-run domains and institutions produce particular Discourses. The proposed framework further illustrates how such Discourses may influence people at the grass roots level which in turn could lead to language maintenance/shift in different communities and groups.  The data base for the study comprised two phases: the first phase involved ethnographic observations of the public sphere (linguistic landscape data), language use in the home (three case studies), and the local channel for Azeris (media data), interviews with fifty children, and authorities of ten kindergartens and preschools. A focus-group interview was also conducted in this phase to assist with designing an attitude questionnaire which was administered in the second phase to 150 parents of young children.  The empirical data suggests that family language policies among Azeris in Tabriz are constantly and increasingly influenced by monolingual policies of the state. The institutionalization and legitimization of Farsi through de facto LPP activities has resulted in formation of uncommitted, if not negative, attitudes among Azeri parents regarding their ethnic language. The analysis shows how a Farsi-only education system cajoles kindergarten principals into favoring Farsi over Azeri, leading them to suggest that parents and children speak Farsi in the home to ease their integration into the education system.  The linguistic landscape data demonstrates the absence of Azeri both in top-down governmental and private individual signage indicating its low status compared to Farsi and English, the two prevalent languages in public signage in Tabriz. Exploring the broadcasting media suggests Azeris' inclination towards Farsi, and then in a second place, Turkish channels. As a result, having attracted only one percent of Azeri audience, the only available channel provided by the government for Azeris, Sahand TV, provides arguably no institutional support for Azeri. The findings suggest that although family members may be viewed as free agents to choose a particular language to speak in the home, in reality such choices are highly constrained by the ecology surrounding the home which is shaped by LPP decisions and activities.  Overall, this thesis sheds light on the complex nature of language policy and planning in multilingual nation-states, and how they impact on language maintenance/shift processes among minority groups, whilst also illuminating how language ecologies are manipulated by nation-states to achieve particular non-linguistic goals.</p>

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