Enhancing Cultural Wealth: Positioning as a Language Broker across School and Home

Yoo, Monica S.

doi:10.1080/00405841.2019.1599226

Cited by 5 publications

(2 citation statements)

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“…Building a meaningful partnership with families of culturally and linguistically diverse backgrounds can be instrumental for migrant (and other multilingual) children's language and educational development (Curdt-Christiansen 2020). Yet the language, cultural and literacy practices that these children bring from home have historically not been given recognition in schools (Conteh & Brock 2011;Flores & Rosa 2015;Yoo 2019). To capitalise on the funds-ofknowledge of multilingual and migrant children, a strong and rich collaboration between FLP and educational language policy should be encouraged both in schools and homes.…”

Section: Discussionmentioning

confidence: 99%

“…The study of Bangladeshi families by Tonioli in Italy is a case in point. What we need to bear in mind is that these families may not have the print-related literacy skills that can be passed on to their children, but they have rich cultural and linguistic practices that can be used to support migrant children's language development and identity construction (Conteh & Brock 2011;Flores & Rosa 2015;Yoo 2019). 10 While families play an instrumental role in developing children's language and literacy skill, without schools' intervention, the task of maintaining and developing a minority language can be very daunting.…”

Section: Language Environment At Home and Language Programmes In Schoolmentioning

confidence: 99%

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Family language policy and school language policy: can the twain meet?

Curdt‐Christiansen

2022

International Journal of Multilingualism

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This commentary outlines the key conceptualisations and core questions related to multilingual children's language and literacy development across different migration contexts. Addressing various language and educational ideologies held by parents and teachers, it highlights the interactions between families, schools and the wider society. In order to better understand how and why heritage languages are difficult to maintain and develop in migration contexts. The commentary sets the group of papers in this special issue in the disciplinary contexts of family language policy and school language policy. It emphasises how families, as private domains, are situated in dynamic social systems, and how migrant children's language development, including their heritage language development, is influenced by many factors such as society's attitude towards minority languages, the educational system, language programmes and linguistic input from both home and school. The commentary highlights the key claims put forward by the contributors and concludes that home and school can work together for the educational and social wellbeing of multilingual and migrant children.

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Section: Discussionmentioning

confidence: 99%

Section: Language Environment At Home and Language Programmes In Schoolmentioning

confidence: 99%