(Trans)national language ideologies and family language practices: a life history inquiry of Judeo-Spanish in Turkey

Seloni, Lisya; Sarfati, Yusuf

doi:10.1007/s10993-012-9262-7

Cited by 36 publications

(24 citation statements)

References 27 publications

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“…Within the study of family language policy, researchers have explored the role of language ideology as the driving force and language belief as the source underlying the formation of a family language policy. Recent research has investigated how government policies (Curdt-Christiansen, 2014b;Lane 2010;Seloni & Sarfati, 2013), public discourse (Okita, 2002;Garrett, 2011), parental immigrant experiences (Curdt-Christiansen, 2009;Li Wei, 1995), immigration pressure (Canagarajah 2008), language learning experiences (King & Fogle, 2006) and parental 'impact beliefs' (De Houwer, 1999;Pérez Báez, 2013) influence FLP.…”

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confidence: 99%

Conflicting language ideologies and contradictory language practices in Singaporean multilingual families

Curdt‐Christiansen

2016

Journal of Multilingual and Multicultural Development

241

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With a population of 5.08 million (Statistics Singapore 2010), Singapore hosts three major ethnic groups-Chinese (76%), Malays (13%), and Indians (8%) together with a small minority of others (3%). This ethnic make-up, however, is not reflected in the linguistic practices one would expect to be associated with such ethnic diversity. The government's top-down language interventions and language-in-education policy have resulted in a somewhat different situation. Although both English and mother tongues (Mandarin, Malay and Tamil) are recognized as official languages, English enjoys a privileged position as the language of law, administration and commerce. With regard to the context of education, English has been implemented as the medium of education in all schools across all subjects. Mother tongues (MTs) are now only taught as a 'second language' and given a limited curriculum time. At a practical level, the privilege of English is reflected through better job opportunities and easier socioeconomic advancement. As a consequence, a visible shift away from MTs towards English among all ethnic groups has occurred during the past three decades

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confidence: 99%

Conflicting language ideologies and contradictory language practices in Singaporean multilingual families

Curdt‐Christiansen

2016

Journal of Multilingual and Multicultural Development

241

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“…Building on this research base, the current study investigates how a group of white U.S. parents who have adopted children from either China or Korea explain and justify their decision to incorporate Chinese and Korean respectively in their family language policy. The findings of this study contribute to a growing body of research on family language policy in transnational and diasporic contexts (See also, Dorner, 2010;Pérez Báez, 2013;Ren & Hu, 2013;Seloni & Sarfati, 2013) and cultures of transnational adoption (e.g., Jacobson, 2008;Song & Lee, 2009;Volkman, 2005;Vonk, 2001).…”

Section: Family Language Policymentioning

confidence: 64%

Language Learning as Culture Keeping: Family Language Policies of Transnational Adoptive Parents

Shin

2014

International Multilingual Research Journal

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This study investigates how parents of international adoptees explain their decision to pursue birth language education for their children and how they go about achieving their goals. It focuses on the perspectives of 16 white U.S. parents who have at least one adopted school-aged child (ages 5 to 18) either currently or previously enrolled in a community language program.The interviews covered the language experiences of 22 children, all of whom were adopted before the age of 2 from either China or Korea. The parents were motivated to seek language instruction because: (1) the child looks Asian and will be expected to know the birth language; (2) adult adoptees recommend it; and (3) the child wants it. However, their language goals were significantly undermined by problems at community schools. The findings indicate that the adoptive family is a dynamic social unit, influenced by broader social forces and institutions.

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“…The parents' reflections from all three families indicate that the significant journey to South Africa is a double-edged sword, presenting unique challenges for the intergenerational transmission of Kalanga within each family. In countries that do not formally support the teaching of immigrant languages, the intergenerational trajectories of these languages are always disrupted (Pérez Báez 2013;Seloni & Sarfati 2013). For the three focal families described in this study, this rings true.…”

Section: Discussionmentioning

confidence: 79%

“…However, some studies have been done to understand the trajectories of intergenerational heritage language transmission, language maintenance and loss (Kasatkina 2011) and to examine how transnational families deploy family language policy to assimilate into the host country. Apart from examining how transnational families preserve their heritage languages for their symbolic importance (Seloni & Sarfati 2013), other studies have investigated the dispositions by parents and other authorities within the family, in its various forms, to raise children bilingually and to develop 'a good knowledge of the languages of the new resident country as it would enable members of the transnational family to access services, education and employment' (Hua & Wei 2016:657).…”

Section: Introductionmentioning

confidence: 99%

Family Language Policy

Maseko

2024

Diasporean 1 Southern African Perspectives

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Due to globalisation and people's mobility, transnational families have become a common feature worldwide. As they settle in host countries, a diminished need and opportunities to use their heritage languages usually follow. This tendency places pressure on immigrant languages, particularly in countries that do not support their teaching in education. In highly ethnicised and racialised contexts like South Africa, parents' transnational experiences impact decisions regarding language use in identity construction in the host country. This study examines the family language policies of three transnational Zimbabwean Kalanga families in South Africa. It reveals how their language transactions, negotiations and contestations are enmeshed with considerations of the everpresent xenophobic sentiment in South African society. Data were collected through semi-structured interviews with parents from three focal Zimbabwean families of Kalanga heritage. The findings show that parents' experiences of xenophobia in South Africa shape their language acquisition decisions for their children in considerable ways. The preference for acquiring and using Zulu and English at the expense of Kalanga is motivated by parents' desire and aspiration for their children's assimilation into a South African identity to minimise exposure to xenophobic attacks, for children's schooling and general upward social mobility. Findings also suggest that transnationalism presents challenges Busani Maseko & Dion Nkomo 112 for the intergenerational transmission of Kalanga within the focal families. Given that Kalanga is already minoritised and marginalised in Zimbabwe, characterised by diminished use in public and official domains, parents' language ideologies are key to its revitalisation, and the family domain is critical in that endeavour. Therefore, this study contributes to understanding the dynamics of intergenerational language transmission among transnational families, particularly those in hostile contexts.

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(Trans)national language ideologies and family language practices: a life history inquiry of Judeo-Spanish in Turkey

Cited by 36 publications

References 27 publications

Conflicting language ideologies and contradictory language practices in Singaporean multilingual families

Conflicting language ideologies and contradictory language practices in Singaporean multilingual families

Language Learning as Culture Keeping: Family Language Policies of Transnational Adoptive Parents

Family Language Policy

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