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 Investigating Ideological Factors in Family Language Policy

2021 ◽  
Vol 6 (1) ◽  
pp. 295
Author(s):  
Rani Septi Sapriati ◽  
Soni Mirizon ◽  
Sary Silvhiany
Keyword(s):  
Language Policy ◽  
Cultural Values ◽  
Language Ideologies ◽  
Family Language Policy ◽  
Political Values ◽  
Case Study Design ◽  
Ethnographic Interviews ◽  
Family Language ◽  
Considerable Support

A family has a role in supporting bilingual or multilingual children. In acquiring English for instance, family language policy is likely to shape the development of children bilingualism or multilingualism. Through a qualitative study in a case study design, the language ideologies of two bi-/multilingual families in Palembang were investigated and explored. The participants of this study were the Zahra and the Najwa families who brought up their children in more than one language including English. The data were collected through ethnographic interviews with the parents, grandmother, and children. Thematic analysis was used in analyzing the data of this study. The raw data were coded and classified into categories to derive big major themes regarding ideological factors that shaped language policy. The derived themes were then interpreted descriptively. The results indicated that there were some ideological factors found that contributed to the shaping of the language policy of those two families, such as social values, economical values, political values, cultural values, parents' knowledge toward language acquisition, and bi-/multilingualism. The findings of this study suggest that families need to provide support for their children in their bilingual or multilingual journey. Furthermore, stakeholders and professionals should play a role in the choice of language used in education as well as provide considerable support and assistance for language policy in family domain

scholarly journals Language policy and multilingual practices in the family

2020 ◽  
Vol 1 ◽  
Author(s):  
Dipak Tamang
Keyword(s):  
Language Policy ◽  
Heritage Language ◽  
Language Ideologies ◽  
Structured Interview ◽  
Vital Role ◽  
Language Practices ◽  
Language Background ◽  
Qualitative Research Design ◽  
The Family ◽  
Family Language

This paper discusses on how language policy, language ideologies, parental language planning and children’s role in the shaping of family language practices are associated in the multilingual practice context. The objective of this study was to explore the language policies focus on heritage language maintenance by negotiating and instantiating in parents-children interactions and contribution of children’s language practices to shape the family multilingualism in the process of socialization. I have used qualitative research design to collect the data in this study. Three participants from different language background were selected. The research participants were interviewed using a semi-structured interview technique to collect the data. The study concluded that family members’ contribution to the shaping of family language practices and policies in daily life interactions is the most important and language ideologies play a vital role in language policy and language acquisition in the family of multilingual practice.

scholarly journals Family Language Policy and Childhood Bilingualism: A Multidimensional Theoretical Analysis

2020 ◽  
Vol 6 (2) ◽  
pp. 110
Author(s):  
Maria Andritsou ◽  
Konstantinos Chatzidimou
Keyword(s):  
Language Policy ◽  
Language Ideologies ◽  
Critical Role ◽  
Research Field ◽  
Home Language ◽  
Language Management ◽  
Family Language Policy ◽  
Core Components ◽  
Family Language ◽  
Dynamic Relationships

This paper focuses on the micro-level of language policy and aims to point out the critical role of family language policy (FLP) in language maintenance/shift of minority/heritage home language(s) and childhood bilingualism. FLP could resist broader language ideologies by transforming parents’ language ideologies and attitudes into language practices and language management that support the development of active or additional childhood bilingualism. Through a research into the interdisciplinary components of FLP, this paper aims to illustrate aspects of multilevel and dynamic relationships between each of these core components. An introduction to FLP as a research field is included as well as some of the studies that spotlighted the way parental agency in regard to each of the three FLP components could shape, explicitly or implicitly, language use and planning for the minority/heritage home language(s).

New spaces of new speaker profiles: Exploring language ideologies in transnational multilingual families

2017 ◽  
Vol 46 (4) ◽  
pp. 547-566 ◽  
Author(s):  
Josep Soler ◽  
Anastassia Zabrodskaja
Keyword(s):  
Social Interactions ◽  
Language Policy ◽  
Language Ideologies ◽  
Family Language Policy ◽  
The Family ◽  
Family Language ◽  
New Speakers ◽  
Micro Level ◽  
The One ◽  
Family Setting

AbstractThis article looks at Spanish-Estonian speaking families and their language ideologies in relation to language use in the family setting—how parents decide to use languages among themselves and with their children. Family members choose different languages for different purposes when they talk to one another. In our study, parents draw on their knowledge of the ‘one parent–one language’ strategy but also translanguage for different reasons, constructing new patterns of bilingual modes. In the article, we examine parents’ attitudes towards language maintenance, transmission, and use with their children. We incorporate the lens of ‘new speaker’ research to analyse the empirical data collected in Tallinn households among Spanish-Estonian speaking families so as to contribute to a better understanding of family language policy, planning, and management, highlighting how macro-level sociolinguistic expectations and norms might be elaborated on the micro level in everyday social interactions. (Family language policy, language ideology, new speakers, Estonian, Spanish)*

scholarly journals Acquiring English then Reacquiring Indonesian: A Study of Family Language Policy

2021 ◽  
Author(s):  
Aris Rizki ◽  
Muchamad Fajri
Keyword(s):  
Language Proficiency ◽  
Language Ideologies ◽  
Language Choice ◽  
Language Practices ◽  
Structured Interviews ◽  
Family Language Policy ◽  
Parental Experience ◽  
Second Language Development ◽  
Family Language ◽  
Determining Factor

This study investigates how family language policies are shaped and developed in five Indonesian scholars’ families who live in England. More specifically, it analyses parents’ attitudes towards children’s bilingualism and second language development focusing on the investigation of factors that can influence parental language ideologies and the patterns of language practices within the families. Data were obtained from participant observations, fieldnotes, and semi-structured interviews. All the data were then analysed using inductive analysis approaches proposed by Cohen et al. (2011) and Thomas (2006) which include reading the transcripts several times, identifying the texts related to the purpose of the study, and deciding the categories. The findings reveal that children’s ability to acquire a new language becomes the driving force behind parental language ideologies. Additionally, parental experience, children’s education, and children’s language choice also contribute to the shaping of parental language ideologies. Based on the patterns of family language practices used by participant families, our findings show that the longer they live in England, the less Indonesian they use in their families’ interaction. This can happen as the children gradually develop their language proficiency. However, evidence from this inquiry indicates that parents’ consistency in giving their children exposure to Indonesian can be the determining factor in the success of children’s bilingualism.

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.

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