Parents' Discourses About Language Strategies for Their Children's Preschool Bilingual Development

Schwartz, Mila; Moin, Victor; Leikin, Mark

doi:10.1080/15595692.2011.583505

Cited by 28 publications

(18 citation statements)

References 33 publications

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“…This is especially true for Israel, where there is a growing interest in this field of research. Henceforth, I am going to briefly outline eight previous works by Palviainen, Protassova, Mård-Miettinen, and Schwartz (2016), Schwartz and Asli (2014), Schwartz, Kahn-Horwitz, and Share (2014), Schwartz, Moin, and Leikin (2011), and Schwartz and Gorbatt (2016). These works studied bilingual preschool language development in bilingual education.…”

Section: Bilingualism In Other Parts Of Asiamentioning

confidence: 99%

“…Conducting analysis to bilingual preschoolers, Schwartz et al (2011) conducted semi-structured interviews to four families who were Russianspeaking that had moved to Israel. Their study found that all the parents aimed their children at both maintaining the heritage language and acquiring the host language through certain strategies; these strategies differ in that some chose bilingual kindergarten while some others had monolingual programs.…”

Section: Bilingualism In Other Parts Of Asiamentioning

confidence: 99%

“…They found that the teachers frequently employed flexible bilingualism, which included code-switching, to ease the second language teaching and learning. The two previous studies both are in the context of bilingual education; however, Schwartz et al (2011) decided to study the future direction of bilingual education for the sake of maintaining their native language and developing the foreign language. Meanwhile, Schwartz and Asli (2014) concerned on the current bilingual language practices in classroom.…”

Section: Bilingualism In Other Parts Of Asiamentioning

confidence: 99%

“…To examine attitude towards bilingual policy, the researchers have utilized questionnaires most frequently in such an attempt to find more effective and efficient way of data collection (Yunusa and Gan, 2011;Yitzhaki, 2011). In contrast, to get a closer look at how language attitude works, Sisamouth and Lahn (2015), Nguyen and Hamid (2016), Schwartz et al (2011), and Altman et al (2014) have chosen interviews as the relevant method with relatively smaller number of participants. Using interviews, they could do an indepth exploration towards the phenomena being observed as well as conduct more qualitative analysis to provide an adequate explanation of the findings.…”

Section: Lessons To Learn: a Stepping Stone To The Future Of Indonesimentioning

confidence: 99%

“…It includes Yunusa and Gan (2011) who studied the students' perception on improving English in Malaysian context, Siew (2010) on Singapore's 'Speak Mandarin Campaign' policy, Sisamoutha and Lahb (2015) on the students' positive attitude toward Patani, Malay, and English, Nguyen and Hamid (2016) on the relationship between Vietnamese language attitudes and their minority language maintenance, Yitzhaki (2011) on Israel policy on Arabic language, Mongilyova (2015) on the ethnical identity in Kazakh language and Russian as the globalization language, Dixon (2009) on Singapore's language-in-education policy, Petrovic and Majumdar (2010) on the correlation between language policy and equal educational opportunity (EEO) in India, Li and Ren (2013) on ChineseEnglish biliteracies in Singapore, Altman et al (2014) on the relationship between family language policy (FLP) and Russian language maintenance, and Schwartz et al (2011) on Russian-speaking families language policy. Research scrutinizing language policy seems to dominate, at least from the data that I have collected.…”

Section: Lessons To Learn: a Stepping Stone To The Future Of Indonesimentioning

confidence: 99%

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A Close Look at Bilingualism Research in Asia

Zen

2017

Indonesian J. Appl. Linguist

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Asia is a 'homeland' for bilingualism research in regards to its diversity. It is considered as a vivid research site where there is significant growth of academic areas of exploration. Yet, there are very few scientific attempts to map bilingualism research in an Asian context so far. Thus, I bring the idea of mapping previous works through this literature study by specifically scrutinizing (a) bilingualism research in Southeast Asia, (b) bilingualism research in other parts of Asia, and (c) lessons to learn as a stepping stone to define the future of Indonesian bilingualism. The general data mapping I have explored includes Southeast Asian countries (Malaysia, Singapore, Indonesia, Thailand, and Vietnam) and other parts of Asia (China, India, Israel, and Kazakhstan. The findings from the 33 previous works can be considered as empirical evidence that I will use to portray the research trends in Asia's bilingualism. The trends show that 19 (55%) works have approached bilingual data from sociolinguistics perspective, whereas the other 14 (45%) have framed their analysis under psycholinguistic approach. Based on the methodological concerns from these works, I propose two major areas of exploration: Family Language Policy (FLP) and trilingual acquisition. FLP in Indonesian is a promising ground, as it brings together issues in language maintenance and shift that instigate a wider aspect of investigation; these aspects include bilingual language dominance, cross language influence, and so forth. Trilingual acquisition, the situation most Indonesian children are growing with, has a potentially significant impact on education, especially where a language curriculum is carefully planned and implemented. In conclusion, this mapping will hopefully shed a light on how bilingualism has academically been very appealing and will continue to fascinate more researchers.

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