|
Dòng
|
Nội dung
|
|
1
|
Parents as agents of multilingual education: family language planning in China / Xiao Lan Curdt-Christiansen.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 3 2018p. 235-254 As a linguistically heterogeneous nation, China has 290 languages and nearly 2000 distinct fangyans (dialects or subdialects) with Putonghua as the national language. These languages and language varieties are hierarchically ranked, based on their wider communicative and socioeconomic values. This paper reports on how Putonghua, fangyans, and English are perceived by a group of Chinese middle-class parents and how parents as agents of language policy provide affordances and constraints in facilitating or limiting their children’s language development in English, Putonghua and fangyans. The study involves eight Chinese city-dwelling families with children aged 5–11 years. By examining the children’s family language audits, observing their language/literacy practices, and engaging in conversation about parental language ideologies, the study aims to understand how public discourse about different languages or fangyans and their perceived values shape parental involvement in their children’s language development. The results of the study suggest that parents as agents of decision making have a strong influence on the changes of linguistic ecology in China in urban contexts.
|
|
2
|
The impact of Dutch teachers on family language policy of Turkish immigrant parents / Irem Bezcioglu-Göktolga, Kutlay Yagmur.
// Language, Culture and Curriculum Volume 31, 2018 - Issue 3 2018p. 220-234 In talking about family language policy in the Turkish immigration context in the Netherlands, teachers emerged as the key actors in shaping parental language choices and practices. Previous research has shown that teachers take a central role in the implementation of school language policy but there is not much research on the influence of mainstream teachers on language practices of minority parents in the home context. In this paper, we will combine the evidence derived from observations on 20 families, interviews with 35 parents and with 5 classroom teachers in Eindhoven, the Netherlands. Findings show that there is a serious degree of mismatch between parental aspirations regarding teachers’ professional advice for parents and teacher expectations regarding parental role in the schooling of immigrant children and the use of home language. The interaction between parental beliefs and teachers’ opinions show diverging attitudes towards the value of heritage language, schooling and parental participation.
|
|
|
|
|