“…From a sociolinguistic perspective, the asymmetry might be attributed to relatively higher levels of exposure of Arabic-speaking children to Hebrew, which is the majority language of the country, than the exposure of Hebrewspeaking children to Arabic, which is a minority language in the country (Amara, 2002). This argument is supported by a recent study by Schwartz, Moin, and Klayle (2013), who examined this same population and asked parents about the multicultural effects of the bilingual environment on the children. The Arabic-speaking parents reported that their children watched more television in Hebrew, whereas the Hebrew-speaking parents did not report more exposure to Arabic at home.…”
Section: Effects Of Home Languagementioning
confidence: 92%
“…The parents were asked about their language practices at home regarding communication with their children (language/s used in parent−child conversations). All of the parents of the bilinguals with Arabic as L1 reported that the children were exposed to Hebrew at home (mostly via television), whereas none of the parents of the bilinguals with Hebrew as L1 reported exposure to Arabic at home (for more details about L2 input at home in this population, see Schwartz, Moin, & Klayle, 2013). In addition, the Arabic-speaking parents were asked questions concerning patterns of their children's exposure to the two varieties of Arabic: Spoken Arabic and Modern Standard Arabic.…”
We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.
“…From a sociolinguistic perspective, the asymmetry might be attributed to relatively higher levels of exposure of Arabic-speaking children to Hebrew, which is the majority language of the country, than the exposure of Hebrewspeaking children to Arabic, which is a minority language in the country (Amara, 2002). This argument is supported by a recent study by Schwartz, Moin, and Klayle (2013), who examined this same population and asked parents about the multicultural effects of the bilingual environment on the children. The Arabic-speaking parents reported that their children watched more television in Hebrew, whereas the Hebrew-speaking parents did not report more exposure to Arabic at home.…”
Section: Effects Of Home Languagementioning
confidence: 92%
“…The parents were asked about their language practices at home regarding communication with their children (language/s used in parent−child conversations). All of the parents of the bilinguals with Arabic as L1 reported that the children were exposed to Hebrew at home (mostly via television), whereas none of the parents of the bilinguals with Hebrew as L1 reported exposure to Arabic at home (for more details about L2 input at home in this population, see Schwartz, Moin, & Klayle, 2013). In addition, the Arabic-speaking parents were asked questions concerning patterns of their children's exposure to the two varieties of Arabic: Spoken Arabic and Modern Standard Arabic.…”
We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.
“…This is especially true of Family B where complementary schools are seen as an important means of developing a Greek linguistic and cultural identity. From this perspective, the two Greek families have adopted measures similar to those of the parents researched by, for example, Lytra (2014), and Schwartz et al (2010Schwartz et al ( , 2013.…”
Section: Discussionmentioning
confidence: 99%
“…On a micro-level, the parental choices are informed by the parents' linguistic competences, experiences, and ideologies (King and Fogle 2006;Curdt-Christiansen 2016). Studying parents in Israel, Schwartz et al (2013) reported that the parents' linguistic competences determined the choice of school for their children. Parental competences were also important for the ten Chinese parents who Curdt-Christiansen (2009) studied in Quebec.…”
Section: Family Language Policies Ideologies and Language Managementmentioning
Against the backdrop of the ongoing crisis-led migration from Southern to Northwestern Europe, the present paper reports on a case study of two families who have recently migrated from Greece to Luxembourg. Luxembourg has a trilingual education system and many pupils of migrant background face difficulties on this account. Drawing on the framework of Family Language Policy, this paper explores the language ideologies and management strategies of two families as well as factors influencing their policies. This qualitative study was based on interviews, observations, and videos recorded by one of the families. The findings show that the families have contrasting language ideologies and management strategies that are informed by their differing transnational experiences, competences and worldviews. This study can contribute to a better understanding of the ways in which migrant families use their language resources in their new country.
“…Curdt-Christiansen (2016, 2) defines language ideologies as 'the language users' evaluative perceptions and conceptions of language and language practices, based on their beliefs and assumptions about the social utility, power and value of a language in a given society.' Beliefs are furthermore informed by personal experiences of using and learning languages (Schwartz, Moien, and Klayle 2013), and characteristics such as age and personality (Pajares 1992). Research findings show that early years practitioners generally hold positive views on multilingualism and the use of minority languages in their institutions (Kratzmann et al 2017, MENJE andINSIDE 2015).…”
Section: Beliefs Regarding Multilingualism and Practices Promoting Mumentioning
There is a recognised need for multilingual pedagogies as these capitalise on children's resources. Language policies calling for monolingual or multilingual policies are, however, not easily translated into pedagogical practices. Teachers play a crucial role in the process of policy implementation because they negotiate policies and adapt them in the light of their beliefs, experiences, existing pedagogical practices and the context in which these are embedded. This case study is located in a preschool in multilingual Luxembourg and examines the ways in which a teacher engages with policy and implements a multilingual-oriented programme to draw on children's diverse language needs. The data stem from a qualitative, longitudinal study using a multi-method approach. The findings highlight the interplay between the educational policy focussing on Luxembourgish, the teacher's beliefs and ideologies rooted in her multilingual identity and the country's societal multilingualism, and a boy's experiences of separating languages at home. The findings are of particular interest to teachers as they show that the dialogue between the teacher, the child and his mother influences their beliefs and contributes to opening up multilingual spaces.
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