Language Use in Family and in Society

Thomas, L.; Cao, Linh

doi:10.2307/821364

Cited by 12 publications

(5 citation statements)

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“…While the role of family in heritage language development (HLD) might appear in some ways obvious, scholarly interest in this relationship is fairly recent (Fishman, 2004;García, 2003;Guardado, 2002;Sakamoto, 2001;Schecter & Bayley, 2002;Tannenbaum, 2005;Thomas & Cao, 1999;Wong Fillmore, 1991;Xiao, 1998). With the family as the nucleus of the community interactions that are vital to language socialisation (Ochs & Schieffelin, 2012;Schieffelin & Ochs, 1986), it comes as little surprise that scholars have found a clear link between the family and HLD (Tannenbaum & Berkovich, 2005).…”

Section: Introductionmentioning

confidence: 97%

‘Glued to the family’: the role of familism in heritage language development strategies

Guardado

Becker

2014

Language, Culture and Curriculum

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This article, part of a larger ethnographic study, examines how a family's affective ties to the country of origin and to relatives still residing there supported their Spanish language development and maintenance efforts in Vancouver, Canada. Drawing on data from participant observation and interviews, the article analyses the parents' diverse heritage language development (HLD) strategies and ideologies and the children's affective connections to family members in Perú. The analysis draws attention to the positive implications of these factors for the success of the HLD activities in which the family members participated. The article concludes by highlighting the symbiotic nature of language socialisation strategies, familism, and affective factors for HLD in this home. Implications for pedagogy, theory, and research are presented.

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Section: Introductionmentioning

confidence: 97%

‘Glued to the family’: the role of familism in heritage language development strategies

Guardado

Becker

2014

Language, Culture and Curriculum

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“…This is also reflected in American public policy and is especially noticeable in formal school policy and program design. Hence, one of the important educational tasks is becoming English speaking (Olsen, 2008;Thomas & Cao, 1999).…”

Section: Assimilation and Power Relationsmentioning

confidence: 99%

“…In the United States, English is spoken as the main medium of instruction. In order to succeed academically, immigrant or ethnic students who focus on learning English are likely to lose their native tongues, which, after all, are not valued in school (Olsen, 2008;Thomas & Cao, 1999). In Taiwan, Mandarin is spoken as the official language.…”

Section: Creating a Safe And Respectful Campus Through Multicultural Educationmentioning

confidence: 99%

Towards a Safe and Respectful Campus: Perspectives of Multicultural Education

Chen

2018

IDE

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This paper argues that multicultural education is an essential way of creating a safe and respectful campus. Examined from the perspective of power relations, schools are viewed as a site that helps maintain existing power relations by reinforcing the assimilation ideology. A drawback of this is that only one set of perspectives is valued. As a result, students who are not part of the norm are more likely to be treated unfairly in school. This may impose a negative effect on their learning as school is not a safe environment for them. To create a safe and respectful campus, multicultural education has to be incorporated as it helps students foster multiple perspectives and learn to embrace diversity. This paper first defines multicultural education. Secondly, it illustrates why multicultural issues should be examined in the framework of power relations. Then, it focuses on exploring the assimilation ideology and the role schools play in the process of assimilation. In this section, it analyzes how students are endangered by assimilation, and the case of the Yeh Yong-Zi event in Taiwan is also examined. Finally, it discusses in what ways multicultural education could help establish a safe and respectful campus culture.

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“…Some adolescents refuse to use their underdeveloped HL, and as a result some parents compromisingly resort to English in order to precisely convey their message. Such tension causes some parents to feel that they have lost good family relations and parental authority (Thomas & Cao, ; Wong Fillmore, , 2000). In contrast, good parent–adolescent relations increase the chance of making family language policies sustainable, and high HL skills help adolescents relate to their parents and maintain enjoyable family relations (Luo & Wiseman, ; Oh & Fuligni, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…HL skills are associated with the ability to communicate with family members, a sense of intimacy, ethnocultural pride, and a feeling of connection to the respective ethnic communities. Thus language shift over generations can adversely affect family relations, children's affective and cognitive stability, the cultivation of positive self‐images, and the vitality of ethnic communities, which should be a matter of concern for parents, educators, and community leaders (Thomas & Cao, ; Wong Fillmore, ).…”

mentioning

confidence: 99%

The Role of Parental Support and Family Variables in L1 and L2 Vocabulary Development of Japanese Heritage Language Students in the United States

Mori

Calder²

2017

Foreign Language Annals

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This study investigated the role of parental support and selected family variables in the first (L1) and second language (L2) vocabulary development of Japanese heritage language (JHL) high school students in the United States. Eighty‐two JHL students ages 15–18 from eight hoshuukoo (i.e., supplementary academic schools for Japanese‐speaking children) were assessed for their L1 Japanese and L2 English vocabulary knowledge. Simultaneously, the students’ parents, at least one of whom was a Japanese native, completed a family background questionnaire. An exploratory factor analysis identified five components that the parents considered effective for supporting their children's language development: Japanese pop culture, reading for pleasure in Japanese, use of Japanese at home, reading to the child, and family conversation. Regression analyses revealed that reading for pleasure in Japanese positively predicted the students’ L1 Japanese vocabulary and that Japanese pop culture negatively predicted their L2 English vocabulary. L1 Japanese vocabulary was also predicted by students’ dominant language and parents’ goals for their children's achievement, whereas L2 English vocabulary was predicted by future residency plan, mother's self‐rated English proficiency, and home language use. In short, JHL students’ L1 Japanese and L2 English vocabulary development involves different family factors. Consequently, different approaches should be recommended to support HL students’ L1 and L2 development.

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Language Use in Family and in Society

Cited by 12 publications

References 1 publication

‘Glued to the family’: the role of familism in heritage language development strategies

‘Glued to the family’: the role of familism in heritage language development strategies

Towards a Safe and Respectful Campus: Perspectives of Multicultural Education

The Role of Parental Support and Family Variables in L1 and L2 Vocabulary Development of Japanese Heritage Language Students in the United States

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