Making Sense of Family Language Policy: Japanese-English Bilingual Children's Creative and Strategic Translingual Practices

Autor/in	Danjo, Chisato
Titel	Making Sense of Family Language Policy: Japanese-English Bilingual Children's Creative and Strategic Translingual Practices
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 2, S.292-304 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Danjo, Chisato)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1460302
Schlagwörter	Japanese; English (Second Language); Second Language Learning; Bilingualism; Code Switching (Language); Monolingualism; Language Acquisition; Language Usage; Parent Child Relationship; Ethnography; Case Studies; Educational Policy; Family Relationship; Preschool Children; Elementary School Students; Foreign Countries; Creativity; Mothers; Native Language; United Kingdom + Suchen Sie Ihr Suchwort? Japaner; Japanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Bilingualismus; Sprachaneignung; Spracherwerb; Sprachgebrauch; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ethnografie; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Kreativität; Mother; Mutter; Großbritannien
Abstract	Recent developments in multilingualism research urge us to move beyond seeing bilingualism as 'double monolingualism' and towards "translanguaging," which conceptualises language as a bundle of socially constructed linguistic resources that individuals can deploy to make sense of their multilingual world. Despite this theoretical development, the monolingualist ideology remains strong in child language acquisition and bilingual education. The One Parent One Language policy (OPOL) which I examine in detail in this paper is one of the most commonly practiced family language policies; it requires parents to constantly monitor their language practices at home based on the assumption that language is a fixed, countable, and complete system. Part of a broader ethnographic research with Japanese-English multilingual families in the UK, this article focuses on a single-family case study, through which it aims to critically examine the way in which OPOL is negotiated and exercised in situated language practices in the family home. Focusing particularly on language interactions between two pre- and early-school age children and their mother, the paper shows how the strategic and creative employment of linguistic resources by children undermines monolingualist dogmas that OPOL is reliant on. The paper thus makes a significant contribution to the empirical study of "translanguaging." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01