Immigrant mothers’ beliefs and transnational strategies for their children's heritage language maintenance

Ius Soli, Ius Sanguinis, Ius Linguae, or Ius Mundi: Living, Understanding, and Building Transnational Citizenship in a Transnational Multilingual Family in the U.S

“…Chatzidaki & Maligkoudi, 2013;Li, 2012). Similar to previous scholarship on heritage language maintenance (e.g., De Capua & Wintergerst, 2009;Hua & Wei, 2016;Jeon, 2008;Kwon, 2017), the Kiisks engaged children into a variety of literacy events, orchestrating children's interaction with languages through print media, video, music, transnational experiences, such as skyping with family in Estonia and annual trips to Estonia, community help, such as attending Russian kindergarten and play dates with other Russian speaking families. The parents also employed common for other bilingual families' strategies to develop children's proficiency (e.g., Liu, 2017) They corrected their children's pronunciation, used labeling and pointing techniques, and initiated narrating practices.…”

“…Such a conclusion is drawn from the researcher's one-year long socio-linguistic ethnographic inquiry in the life of a Hispanic community in a rural area of New York state. Her intergenerational interviews of six Spanish-speaking families with children who were enrolled and not-enrolled in an ESL class, revealed that two out of six participant families decided not to strip their children off of the opportunity to be bilingual and teach them "to embrace their heritage language and culture" (Suarez, 2002, p. 526) (Cho, 2000;Lao, 2014;Park & Sarkar, 2007;Palvainen & Boyd, 2013), positive asset for career and academic opportunities (Kwon, 2017), and enhanced cognitive development (Kirsch, 2012;Palvainen & Boyd, 2013) There is evidence that parents put in extra effort to create conditions and opportunities for the development of fully-fledged, oral and written, bilingualism and biliteracy. Tse (2001) reports on parents' strenuous efforts to support biliterate skills in both English and Japanese.…”

“…The second way in which HL creates bonding and cohesion in the family is through the development of HL behavior directed toward the connection with the extended family. Heritage language maintenance supports intergenerational communication (Kirsch, 2012;Kwon, 2017;Park & Sarkar, 2007) and also keeps intact transnational bonds, which are an essential part of heritage identity. For example, Sakamoto & Kondon-Brown (2006) analyzed the life stories of Japanese immigrant parents in Toronto, Canada, and found that family cohesion and maintenance of family intimacy were the main factors in HL maintenance, and overall family linguistic behavior.…”

“…The study also revealed that socialization context of the Kiisk's family was complex, and the borders between the heritage and host domains, as the data showed, were more porous and flexible. Observing overpowering globalization processes in the contemporary world, it is hard to underestimate the influence of the specific global domain in family language ideologies and practices; and rapid advancement of technology has generated new digital forms of communication which allow interlocutors to transcend material space, and connect to different linguo-cultural contexts (e.g., Kwon, 2017;Lam & Warriner, 2012). The Kiisk's frequent skyping sessions with Estonia, or with other multiple points on the globe, let the family participate in various cultural momentums, being in two physically and time-wise distant places simultaneously.…”

Reflecting on the English as Additional Language (EAL) Learning Process of Two Refugee Pupils in the Context of the UK and Turkey: Teachers’ Perspectives

“…This is because there is no one accepted definition for these terms. Thus, for these terms they mean the language of the two participants in the study and their parents have a historical and personal connection" (Kwon, 2017). Furthermore, the acquiring language, English and L2 will also be used interchangeably.…”