'No! I'm Going to School, I Need to Speak English!': Who Makes Family Language Policies?

Autor/inn/en	Kaveh, Yalda M.; Sandoval, Jorge
Titel	'No! I'm Going to School, I Need to Speak English!': Who Makes Family Language Policies?
Quelle	In: Bilingual Research Journal, 43 (2020) 4, S.362-383 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaveh, Yalda M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2020.1825541
Schlagwörter	Bilingualism; Language Usage; Second Language Learning; English (Second Language); Native Language; Family Relationship; Immigrants; Educational Policy; Language of Instruction; Student Attitudes; Parent Attitudes; Language Attitudes; Decision Making; Power Structure; Preferences; Creoles; Mandarin Chinese; Spanish; Portuguese; Grade 4; Elementary School Students; Massachusetts + Suchen Sie Ihr Suchwort? Bilingualismus; Sprachgebrauch; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Politics of education; Bildungspolitik; Teaching language; Unterrichtssprache; Schülerverhalten; Elternverhalten; Sprachverhalten; Decision-making; Entscheidungsfindung; Kreole; Spanisch; Portugiesischunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Master-Studiengang
Abstract	Schools in the United States have historically conducted language policing in favor of standardized American English. The current study examines links between language policies in eight immigrant families in relation to educational language policies of two public elementary schools operating under an English-only policy in Massachusetts. The study places a focus on the agency of children and parents expressed through interviews, while paying attention to the institutional power of schooling. The participating families spoke Cape Verdean Creole, Mandarin, Portuguese, and Spanish as their heritage languages. Two theoretical frameworks informed our findings. Firstly, we use "family language policy" to define language decisions in families as a multifaceted construct. Secondly, we analyze family language beliefs and practices through a "language ideology" lens to unveil power structures influencing them. Our findings showed that the participants' spoken beliefs positioned bilingualism and heritage language maintenance as valuable. However, family language decisions showed an increasing preference for English that inherently aligned with the English-only educational policies and practices and alienated heritage languages. Our study contributes to the existing body of literature on family language policy by adding more nuance to the contextual and fluid nature of language decisions in bilingual families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01