Family language policy and maintenance of Persian: the stories of Iranian immigrant families in the northeast, USA

Kaveh, Yalda M.

doi:10.1007/s10993-017-9444-4

Cited by 36 publications

(21 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In reviewing interview transcripts, an open coding technique was utilized to identify main concepts emerging from participant insights and observations. Next, axial coding was performed to group concepts into "families" employing a critical lens (Kaveh 2014). While, assuredly, additional coding might result in important findings, the main emphasis in this iteration of the analysis was to identify broad themes relevant to a comparative case study of refugee student support at German universities.…”

Section: Methodsmentioning

confidence: 99%

Inclusive Practices in Response to the German Refugee Influx: Support Structures and Rationales Described by University Administrators

Unangst

Streitwieser

2018

European Higher Education Area: The Impact of Past and Future Policies

View full text Add to dashboard Cite

Section: Methodsmentioning

confidence: 99%

Inclusive Practices in Response to the German Refugee Influx: Support Structures and Rationales Described by University Administrators

Unangst

Streitwieser

2018

European Higher Education Area: The Impact of Past and Future Policies

View full text Add to dashboard Cite

“…There is a growing body of literature on education, culture, race, language, and identity in the Iranian diaspora. Much of this work emphasizes the development of diasporic educational settings, such as community heritage language programs (Gholami, 2017;Shirazi, 2014), summer programs for youth (Maghbouleh, 2017;Vossoughi, 2011), and language learning in families (Kaveh, 2018). For Gholami, diasporic education is a form of collective praxis that emerges from "a critique of nationalistic systems of education," (2017, p. 577) and produces "counter-narratives, opportunities for self/other-exploration and modalities of citizenship which at once contest any essentialism arising from national and ethnic/denominational positions and prevent their full 'closure'" (Ibid.).…”

Section: Diasporic Education Race and Identitymentioning

confidence: 99%

Race, Parenting and Identity in the Iranian Diaspora Tracing Intergenerational Dialogues

Vossoughi¹

2022

JFDE

View full text Add to dashboard Cite

This paper traces intergenerational learning through a series of dialogues on race, parenting, and identity held with Iranian parents, grandparents and youth at a Persian language school located in the US. Drawing on ethnographic, interactional, and participatory design research methodologies, the analysis focuses on the forms of intergenerational sensemaking and social analysis that emerged over time and what they can teach us about (a) the intersections of parenting and racial identity within Iranian diasporic communities in the United States and (b) the complex forms of personhood (Gordon, 1997; Tuck, 2009), learning and becoming among Iranians raising children and grandchildren outside Iran. Bringing close attention to specific instances of talk as embedded in broader relational temporalities and dialogic arcs, findings illustrate the shifting ways participants articulated the educational needs of Iranian children living outside Iran, the emergence of complex and sometimes contradictory discourses on race and identity, and the ways participants worked together to disentangle self-defense and self-determination from the politics of respectability. The discussion considers the implications of complex personhood for the design, mediation, and interpretation of intergenerational sensemaking regarding race and identity within the Iranian diaspora, with attention to broader processes of community codesign.

show abstract

“…In these conversations, teachers drew on their professional knowledge and personal histories as multilinguals to provide parents with information about possible outcomes of their language decisions and alternative family language policies that families may not have considered. These dialogues assisted families in developing informed language policies that accounted for the ways language development is affected by how languages are managed in the home (Kaveh, 2018).…”

Section: Of 16mentioning

confidence: 99%

Teacher language practices that support multilingual learners: classroom‐based approaches from multilingual early childhood teachers

Wagner

2021

TESOL Journal

View full text Add to dashboard Cite

WAGNER is at and slightly above learners' ability plays a central role in effective language instruction for children (Dubiner, 2019;Krashen, 1985). The quality use of home languages to explain and discuss ideas is connected to increased vocabulary learning in the home language, with potential benefits to English language learning (Hindman & Wasik, 2015). The use of children's home languages likewise plays a role in literacy learning, with the increased use of these languages by the teacher linked to higher reading performance at the end of prekindergarten (Burchinal, Field, López, Howes, & Pianta, 2012).Though teachers' language choices can play a key role in children's language development, little attention has been given to identifying effective multilingual language practices for teachers (Langeloo, Lara, Deunk, Klitzing, & Strijbos, 2019). The study reported in this article considered teachers' language practices in early childhood classrooms, focusing on how multilingual teachers make instructional choices and develop practices about when and how to draw on their own multilingualism to support children's learning. | TEACHER LANGUAGE PRACTICESMultilingual teachers make in-the-moment decisions about what languages to use in the classroom. These include decisions to use multilingual interactions to support communication, scaffold learning, and manage classroom activities (Durán & Palmer, 2014;Gort & Pontier, 2013;Gort & Sembiante, 2015). Recent work on multilingual pedagogies has framed these movements across languages as translanguaging (García & Kleifgen, 2019). Translanguaging describes the full range of multilingual persons' language practices, including the flexible movement between languages that reflects the real language practices of many multilinguals (Otheguy, García, & Reid, 2015).Within a translanguaging approach, teachers make decisions about when to use multiple languages in the classroom and how to incorporate these practices into classroom instruction. Though teachers' language use during classroom interactions may not always represent conscious choices, teachers can and do make active decisions about when and how to draw on their multiple languages. These include decisions about language choice and language mode (Grosjean, 2010). Language choice refers to the selection of a primary language. Language mode is the decision to use only one language or more than one and includes whether, and in what ways, a multilingual person chooses to draw on languages other than the primary language. Both language choice and mode can change over the course of an interaction as a speaker makes active choices and adapts within the context of the interaction.Research on teachers' language choice and mode in early childhood classrooms shows the diverse reasoning and complexity that underlie teachers' language practices (

show abstract

Family language policy and maintenance of Persian: the stories of Iranian immigrant families in the northeast, USA

Cited by 36 publications

References 46 publications

Inclusive Practices in Response to the German Refugee Influx: Support Structures and Rationales Described by University Administrators

Inclusive Practices in Response to the German Refugee Influx: Support Structures and Rationales Described by University Administrators

Race, Parenting and Identity in the Iranian Diaspora Tracing Intergenerational Dialogues

Teacher language practices that support multilingual learners: classroom‐based approaches from multilingual early childhood teachers

Contact Info

Product

Resources

About