Students’ reasons for community language schooling: links to a heritage or capital for the future?

Nordstrom, Janica

doi:10.1080/13670050.2019.1688248

Cited by 12 publications

(8 citation statements)

References 36 publications

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“…At the same time, some prepare their children for formal education in L2. In a similar vein, Nordstrom (2022) found that Swedish families in Australia preferred community language schools for their children because they considered bilingualism as a capital for "their future careers, travels and for academic qualifications" (p. 396). It is ensured that the reasons for parents' bilingual upbringing are mainly based on different themes, and these cases require different levels of input; thus, families seem to arrange their practices by their reasons for raising bilingual children through increasing family activities at home or sending their children to a dual program.…”

Section: Reasonsmentioning

confidence: 97%

“…Considering all these criteria, which play an influential role in achieving bilingualism, it is seen that people worldwide seek ways to raise their children bilingually both in native and non-native contexts. While there are several studies on native contexts, few studies have investigated non-native contexts from the perspective of parents raising bilingual children in order to understand their reasons (Nordstrom, 2022;Romanowski, 2018), views (Lee et al, 2015;Akgül et al, 2019;Bal et al, 2020;Seo, 2021), and practices (Ascough, 2010;Seo, 2021). To the researchers' best knowledge, no studies have been found to focus on the views, reasons, and practices of English as a foreign language (EFL) teachers in Turkey as parents who try to raise their children as Turkish-English bilinguals.…”

Section: Introductionmentioning

confidence: 99%

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Reasons, Views and Practices of Parents as EFL Teachers Raising Bilingual Children in Turkey

KARAGÖZ

Erdemir

2022

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi

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With the rise of English as a global language, bilingualism has drawn considerable interest among non-native English speakers. For this reason, this study aims to investigate the reasons, views, and practices of English as a foreign language (EFL) teachers as parents about their raising a bilingual child. The study adopted an interview technique among qualitative research designs. The data of the pilot and main studies were collected through purposive sampling according to predetermined criteria from nine parents who are nonnative English speakers, raise a bilingual child, and work as EFL teachers at state schools in Turkey. Participants were interviewed with semi-structured interview questions. All responses were analyzed by content analysis in NVivo 12, and interrater reliability was calculated. The findings showed that parents had a higher number of academic- and life-related reasons for raising bilingual children such as living abroad, traveling in the world, studying at bilingual schools, and having developed cognitive skills. Their views towards advantages were similarly rooted in academic and life themes. However, the disadvantages were rather related to child-, society- and family themes and mainly included having language delays, being prejudiced by the society, and being discouraged by family members. Regarding the bilingual practices of parents, the study highlighted that parents were mostly unaware of scholarly approaches to bilingual parenting methods and intuitively acted in their own manner. Therefore, families are suggested to initiate bilingual upbringing after having sufficient knowledge of academic methods and practices in order to consider the factors affecting a child’s emotional and social development as well as cognitive, and also they might inform their acquaintances about possible delays and confusion in advance in order to lessen anxiety and their fear of communication with the child.

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Section: Reasonsmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Reasons, Views and Practices of Parents as EFL Teachers Raising Bilingual Children in Turkey

KARAGÖZ

Erdemir

2022

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi

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“…Community language schools are often set up and run by immigrant communities to teach heritage languages, histories, and traditions to school-aged children. Parents and educators often establish these schools with the belief that students need to learn the heritage language in order to encourage ethnic belonging and identity, and students often agree with this stance (Nordstrom, 2022).…”

Section: Heritage Language Learning and Educationmentioning

confidence: 99%

The Relationship Between Heritage Language Education and Ethnic Identity: A Study of Second-generation Tamil Immigrants in the GTHA

Muthulingam

2024

Preprint

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<p>This study investigates the relationship between heritage language education and the identity building of 2nd generation Tamil immigrants in the GTHA. Through interviews with six 2nd generation Tamil immigrants, the research questions that guide this study are: how do heritage language classes contribute to 2nd generation immigrants' proficiency in their heritage language? Does this proficiency (or lack of) contribute to developing their identity? Do heritage language classes impact their identity outside of the realm of language? Can heritage language classes be improved to better aid 2nd generation immigrants? The results show that 2nd generation immigrants consider language a critical marker of identity; however, they do not feel that heritage language education positively impacted their identity building. This is primarily due to several shortcomings of Tamil language classes, such as a lack of engaging and relevant material, poor placement of students of different proficiency levels and a lack of teacher support.</p>

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“…A heritage language is a language that is passed down from one generation to another within a family or community but is normally not the dominant language in the society in which the speakers live Kagan et al, 2017;King & Ennser-Kananen, 2013;Montrul, 2016). These languages are often spoken by immigrants or the children of immigrants who were raised in a bi-/multilingual environment and learned the heritage language at home with their parents or grandparents (Curdt-Christiansen, 2009;Li, 2006a; or in a community or supplementary school during the weekend (Li, 2006b;Nordstrom, 2022). In recent decades, heritage languages have increasingly been taught in mainstream education contexts, such as the flourishing Chinese immersion or dual language programmes in North American schools (Lü, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teaching Classical Chinese at New Zealand Universities: A Languacultural Perspective

Bai

2023

Multilingual Education

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show abstract

Students’ reasons for community language schooling: links to a heritage or capital for the future?

Cited by 12 publications

References 36 publications

Reasons, Views and Practices of Parents as EFL Teachers Raising Bilingual Children in Turkey

Reasons, Views and Practices of Parents as EFL Teachers Raising Bilingual Children in Turkey

The Relationship Between Heritage Language Education and Ethnic Identity: A Study of Second-generation Tamil Immigrants in the GTHA

Teaching Classical Chinese at New Zealand Universities: A Languacultural Perspective

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