Academic literature on the topic 'Bilingualism; family language policy; transition'
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Journal articles on the topic "Bilingualism; family language policy; transition"
Kayam, Orly, and Tijana Hirsch. "Socialization of Language Through Family Language Policy: A Case Study." Psychology of Language and Communication 18, no. 1 (May 1, 2014): 53–66. http://dx.doi.org/10.2478/plc-2014-0004.
Full textAndritsou, Maria, and Konstantinos Chatzidimou. "Family Language Policy and Childhood Bilingualism: A Multidimensional Theoretical Analysis." European Journal of Language and Literature 6, no. 2 (October 15, 2020): 110. http://dx.doi.org/10.26417/978ohs86z.
Full textEfendi, Arapa. "Weighing on languages: Indonesian parents’ perspectives on bilingualism." Indonesian JELT: Indonesian Journal of English Language Teaching 15, no. 1 (May 30, 2020): 47–63. http://dx.doi.org/10.25170/ijelt.v15i1.1412.
Full textSapriati, Rani Septi, Soni Mirizon, and Sary Silvhiany. "Investigating Ideological Factors in Family Language Policy." Indonesian Journal of EFL and Linguistics 6, no. 1 (May 28, 2021): 295. http://dx.doi.org/10.21462/ijefl.v6i1.395.
Full textHirsch, Tijana, and Orly Kayam. "Academic Mothers’ Definitions of Bilingualism, Bilinguality, and Family Language Policies." Psychology of Language and Communication 24, no. 1 (January 1, 2020): 22–43. http://dx.doi.org/10.2478/plc-2020-0002.
Full textSlavkov, Nikolay. "Family language policy and school language choice: pathways to bilingualism and multilingualism in a Canadian context." International Journal of Multilingualism 14, no. 4 (September 17, 2016): 378–400. http://dx.doi.org/10.1080/14790718.2016.1229319.
Full textKing, Kendall, and Lyn Fogle. "Bilingual Parenting as Good Parenting: Parents' Perspectives on Family Language Policy for Additive Bilingualism." International Journal of Bilingual Education and Bilingualism 9, no. 6 (November 15, 2006): 695–712. http://dx.doi.org/10.2167/beb362.0.
Full textCuéllar, Delis. "“There will only be English in Kindergarten”: The Language Ideologies of the Lead Teacher and of Mexican Mothers in an Arizona Head Start Program serving Spanish-Speaking Latino Children." Association of Mexican American Educators Journal 16, no. 1 (November 1, 2022): 81–102. http://dx.doi.org/10.24974/amae.16.1.462.
Full textZen, Evynurul Laily. "A CLOSE LOOK AT BILINGUALISM RESEARCH IN ASIA." Indonesian Journal of Applied Linguistics 7, no. 2 (September 30, 2017): 90. http://dx.doi.org/10.17509/ijal.v7i2.8133.
Full textVender, Maria, Mirta Vernice, and Antonella Sorace. "Supporting Bilingualism in Vulnerable Populations." Sustainability 13, no. 24 (December 14, 2021): 13830. http://dx.doi.org/10.3390/su132413830.
Full textDissertations / Theses on the topic "Bilingualism; family language policy; transition"
Brooksbank, Joselyn. "Family Language Policy: Parental Discourse Strategies and Child Responses." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36128.
Full textKaveh, Yalda M. "Unspoken Dialogues Between Educational and Family Language Policies: Children as Language Policy Agents." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108025.
Full textLinguistic assimilation has been historically regarded as a cornerstone for nationalistic sentiments in the United States. Schools have been utilized as influential filtering sites where non-English languages are marginalized, and then assimilated into the dominant American English ways of languaging (Crawford, 1992; Flores, 2014; Heath, 1976; Nieto, 1999; Wiley & García, 2016). Drawing on theories of language policy (Spolsky, 2004) and governmentality (Foucault, 1991), this dissertation examined the links between family language policies and educational language policies at two public elementary schools in the state of Massachusetts during its final year of enforcing an English-only educational policy (Chapter 71A of Massachusetts General Laws). The participants were four fourth grade children, four parents, and eight school staff at two public elementary schools in two different districts (one urban and one suburban). The families spoke Cape Verdean Creole, Mandarin, Portuguese, and Spanish as their heritage languages. The study was designed as a qualitative multiple case study to conduct a multi-sited analysis of language policy. The data for the case studies were collected through surveys of parents, language logs filled by the children, interviews with the children, the parents, and the school staff, as well as weeklong school observations of each child. The units of analysis were family and school as two main language policy contexts the children regularly navigated. Qualitative thematic analysis was used to analyze the data (Braun & Clarke, 2006). The findings indicated that although the families and the schools seemed to appreciate bilingualism, they were still strongly influenced by the historical monoglossic ideologies of the society that convinced them to eventually conform to English in the name of ensuring success for the children. These ideologies were communicated between schools and families as “unspoken dialogues” through children who navigated language policies in both contexts. The findings highlight implications for teacher preparation, curriculum development, language policy research on schools and families, and educational language policies that impact children of immigrants
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Karagrigori, Foteini. "Parents’ perceptions of their children’s agency within the context of family bilingualism." Thesis, Linköpings universitet, Tema Barn, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-154450.
Full textNandi, Anik. "Language policies on the ground : parental language management in urban Galician homes." Thesis, Heriot-Watt University, 2017. http://hdl.handle.net/10399/3360.
Full textAdam, Catherine. "Bilinguisme scolaire breton-français du jeune enfant : les représentations parentales et leurs influences." Thesis, Brest, 2015. http://www.theses.fr/2015BRES0072/document.
Full textThis research in sociolinguistics examines the relations between languages and social life from a particular case study: the actual place of Breton language in the Breton linguistic field, and more specifically, young child's educational bilingualism. Learning and speaking a language results from choices -familiar or personal ones, or social, or political, or economical ones, etc.-, direct or indirect, more or less conscious that intervene, in relation to individuals and situations, at different periods in life. Many parameters lead these choices and they are highly complex: among them, individual representations of the chosen language. For the young Breton child, learning Breton language does not stem from a personal's choice. Parents are the principal actors of these linguistic choices. Therefore, this work has considered the representations of this language, of its learning and their influences, present in parents' and children's discourse, as revealing the origins of a particular linguistic practice. 42 semistructured (individual or couple) interviews with the parents and 9 collective interviews with their children, transcribed, are used as a database for the different phases of the analysis. They allowed characterising parental discourse regime, linked with characteristic profile types, and they highlighted influences effects on children's representations. This approach, coming from a discursive material, confirms the interest of studying representations for the understanding of linguistic practices. It helps to consider the complexity of the phenomenon
Book chapters on the topic "Bilingualism; family language policy; transition"
Fogle, Lyn Wright. "Family Language Policy from the Children’s Point of View: Bilingualism in Place and Time." In Successful Family Language Policy, 177–200. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7753-8_8.
Full textSchwartz, Mila. "Second Generation Immigrants: A Socio-Linguistic Approach of Linguistic Development Within the Framework of Family Language Policy." In Current Issues in Bilingualism, 119–35. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2327-6_6.
Full textSHEN, Xialing. "A Case Study of Family Language Policy (FLP) in Diasporic Chinese Families in the Paris Region." In Formation linguistique des apprenants allophones et pédagogies innovantes, 137–50. Editions des archives contemporaines, 2021. http://dx.doi.org/10.17184/eac.4167.
Full textMartena, Sanita. "Latviešu mācībvalodas izglītības iestādes izvēle saviem bērniem: kādi ir krievu valodā runājošo ģimeņu iemesli?" In Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums, 178–99. Liepājas Universitāte, 2021. http://dx.doi.org/10.37384/lva.2021.178.
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