Achieving Success in Family Language Policy: Parents, Children and Educators in Interaction

Schwartz, Mila; Verschik, Anna

doi:10.1007/978-94-007-7753-8_1

Cited by 74 publications

(59 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Family language policy is defined as ‘explicit’ (Shohamy, ) and ‘overt’ (Schiffman, ) as well as ‘invisible’ (Curdt‐Christiansen, ) planning in relation to language use among the members at home (King et al., ). Providing a useful framework to unite studies on language socialization, child language acquisition and language policy, the growing body of research has provided a wealth of information on family members’ language‐related beliefs and ideologies, management (decisions to alter the situation), and practices (daily interactions) and their influence on the younger generation's linguistic skills in a variety of contexts (Bezcioglu‐Goktolga & Yagmur, ; Caldas, ; Curdt‐Christiansen, ; Curdt‐Christiansen & Lanza, ; De Houwer, ; Fogle & King, 2017; Haque, ; Lanza, ; Luykx, ; Macalister & Mirvahedi, ; Oriyama, ; Schwartz & Verschik, ; Smith‐Christmas, ; Soler & Zabrodskaja, ; Yu, ; Zhu & Li, ). Collectively, language policies and practices of families are crucial as to whether a language is transmitted across generations, and thus, maintained or lost (Fishman, ), and how cultural values and norms are reproduced or transformed (Garrett & Baquedano‐López, ).…”

Section: Family Language Policy and Language Socializationmentioning

confidence: 99%

Siblings' play and language shift to English in a Malay‐English bilingual family in Singapore

Mirvahedi

Cavallaro

2019

World Englishes

View full text Add to dashboard Cite

This research applies language socialization theory within a family language policy framework to investigate how language shift is realized in daily activities within a Malay‐English bilingual family in Singapore. Applying Goffman's frame analysis to two excerpts of siblings’ play from ninety hours of recordings of family interactions, we illustrate how children as young as four and seven enact adult roles such as teacher and student within the frame of play. In creatively enacting these roles, identities and social relations, the children draw upon their knowledge of play‐external structures – with which they have experience from other (non‐play) situations. The children consequently use English – what is typical of educational settings in Singapore – to portray an image of a teacher and student within the frame of play.

show abstract

Section: Family Language Policy and Language Socializationmentioning

confidence: 99%

Siblings' play and language shift to English in a Malay‐English bilingual family in Singapore

Mirvahedi

Cavallaro

2019

World Englishes

View full text Add to dashboard Cite

show abstract

“…The interaction between families and educational institutions is one of the most crucial domains in language policy studies (Schwartz and Verschik 2013). Educational institutions have a very powerful impact on parental beliefs, familial language practices, and most importantly, children's attitudes toward a specific language.…”

Section: Main Theoretical Conceptsmentioning

confidence: 99%

The Interaction Between Family Language Policy and Educators in Early Language Education

Bezcioğlu-Göktolga¹

2020

Handbook of Early Language Education

View full text Add to dashboard Cite

show abstract

“…Thus, both responses reflect our idea of establishing English as the family language. Regarding code-mixing, a practice that only accomplished bilingual people are able to do successfully (Schwartz & Verschik, 2013b), we all do it sometimes when we are together, but never in a monolingual context. Nevertheless, we try not to mix as my husband and I have always thought it might weaken our competence in our languages.…”

Section: The Children's Command Of Their Two Languagesmentioning

confidence: 99%

Family Bilingualism: an English-Spanish case study in Madrid (Spain).

Martín¹

2019

Elia

View full text Add to dashboard Cite

In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. Estudios de lingüística inglesa aplicada FAMILY BILINGUALISM: AN ENGLISH-SPANISH CASE STUDY IN MADRID (SPAIN) BILINGÜISMO FAMILIAR: UN ESTUDIO DE CASO INGLÉS-ESPAÑOL EN MADRID (ESPAÑA)This article is a contribution to the study of family bilingualism in the form of a case study, using some ethnographic techniques. It offers the example of a mixed-language couple raising their children bilingually in English and Spanish in Madrid (Spain) by choice, not by need. The author describes and analyses this process and the consequences to date in her own family by using theoretical and empirical knowledge acquired through research on the subject along with her notes on her children's bilingual development. Thus, both as a parent and a linguist, the author hopes to provide a comprehensive and authentic example of a bilingual family which could serve to help other researchers and parents to understand the practice of raising bilingual children. Different aspects are included, such as the beliefs, decisions, achievements, regrets and hopes experienced by her family as well as the results achieved so far. ELIA Mon. I, pp. 235-324 DOI: http://dx.doi.org/10.12795/elia.mon.2019.i1.12 Family bilingualism: an English-Spanish case study in Madrid (Spain) 298 Arancha Ruiz Martín ELIA Mon. I, pp. 235-324 DOI: http://dx.doi.org/10.12795/elia.mon.2019.i1.12padres no sean capaces de tomar decisiones informadas durante el proceso.Palabras clave: Estudio de caso, bilingüismo familiar inglés-español, política lingüística de familias bilingües, estrategias lingüísticas de familias bilingües, desarrollo bilingüe armonioso

show abstract

Achieving Success in Family Language Policy: Parents, Children and Educators in Interaction

Cited by 74 publications

References 33 publications

Siblings' play and language shift to English in a Malay‐English bilingual family in Singapore

Siblings' play and language shift to English in a Malay‐English bilingual family in Singapore

The Interaction Between Family Language Policy and Educators in Early Language Education

Family Bilingualism: an English-Spanish case study in Madrid (Spain).

Contact Info

Product

Resources

About