Constructing Classed Linguistic Practices across Borders: Family Language Policy in South(east) Asian Families in Hong Kong

Autor/inn/en	Gu, Mingyue; Tong, Ho Kin
Titel	Constructing Classed Linguistic Practices across Borders: Family Language Policy in South(east) Asian Families in Hong Kong
Quelle	In: Journal of Multilingual and Multicultural Development, 41 (2020) 7, S.581-599 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2019.1622708
Schlagwörter	Multilingualism; Mothers; Parent Child Relationship; Immigrants; Language Usage; Social Mobility; Social Class; Socialization; Self Concept; Mother Attitudes; Family Relationship; Social Networks; Second Languages; Native Language; Language Attitudes; Academic Achievement; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Immigrant; Immigrantin; Immigranten; Sprachgebrauch; Soziale Mobilität; Social classes; Soziale Klasse; Socialisation; Sozialisation; Selbstkonzept; Mutterliebe; Social network; Soziales Netzwerk; Second language; Zweitsprache; Sprachverhalten; Schulleistung; Ausland; Hongkong
Abstract	This qualitative study explores how migrant mothers strategised to construct new class identities and mobilise between different classed communities, and how the children aligned their linguistic practices with language policy, both at home and at the societal level. Drawing on the individual interviews and focus group, this study finds that, while the mothers actively drew on resources (e.g. social-networking, knowledge of governmental policy and languages) from their emigrational experiences to achieve class mobilisation, a bounded view towards cultures may have influenced the family language policy (FLP), in turn constraining their socialisation into mainstream society and leading to class stabilisation. The mothers were found to draw heavily upon their own migrant and social experiences to set up a restrictive FLP that functionalised the contexts of household, school, community, and society. It is therefore argued that the migrant mothers' linguistic and cultural resources should be valued and suppoort is needed to help them develop a more fluid family language policy that better prepare their children for educational success. The findings suggest the agentive role children play in FLP and this points to more school-parent collaboration, and the necessity of providing more space for children to enact their agency and contribute their ideologies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01