Discourse Practices of Trilingual Mothers: Effects on Minority Home Language Development in Japan

Autor/in	Quay, Suzanne
Titel	Discourse Practices of Trilingual Mothers: Effects on Minority Home Language Development in Japan
Quelle	In: International Journal of Bilingual Education and Bilingualism, 15 (2012) 4, S.435-453 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2012.665828
Schlagwörter	Mothers; Foreign Countries; Family Environment; Language Acquisition; Bilingualism; Parent Child Relationship; Child Rearing; Japanese; Language Usage; Toddlers; Language Dominance; Child Care Centers; Language Minorities + Suchen Sie Ihr Suchwort? Mother; Mutter; Ausland; Familienmilieu; Sprachaneignung; Spracherwerb; Bilingualismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Kindererziehung; Japaner; Japanisch; Sprachgebrauch; Infant; Infants; Toddler; Kleinkind; Sprachliche Dominanz; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Sprachminderheit
Abstract	Despite intentions to raise children in two home languages, non-Japanese bilingual homes may be encouraging the development of the societal language in children born in Japan. This article investigates: (1) the language use of two trilingual mothers with their developing trilingual children, and (2) how the mothers respond to their children's use of the societal or majority language in the home environment. Both families considered their toddlers to be dominant in Japanese, although the children have been exposed simultaneously from birth to two other languages at home and did not hear Japanese until they entered community-based daycare centers at ages 0;5 and 0;11, respectively. Both mothers used similar discourse strategies that inadvertently encouraged their children between ages 1;1 and 2;1 to use Japanese in the home context. Although one child was a passive or receptive trilingual, the other became an active one, resulting in the conclusion that parental discourse strategies encouraging bilingual contexts are not absolutely detrimental to active multilingualism, not only because they are necessary for smooth interactions in the earliest stages of language acquisition, but also because they may help support more than one minority language in the home context. (Contains 4 figures and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10