One-Parent-One-Language (OPOL) Families: Is the Majority Language-Speaking Parent Instrumental in the Minority Language Development?

Autor/inn/en	Venables, Elizabeth; Eisenchlas, Susana A.; Schalley, Andrea C.
Titel	One-Parent-One-Language (OPOL) Families: Is the Majority Language-Speaking Parent Instrumental in the Minority Language Development?
Quelle	In: International Journal of Bilingual Education and Bilingualism, 17 (2014) 4, S.429-448 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2013.816263
Schlagwörter	Language Minorities; Video Technology; Audio Equipment; Second Language Learning; Bilingualism; Parent Child Relationship; Case Studies; Foreign Countries; Role; Linguistic Input; Language Maintenance; French; Spanish; English; Discourse Analysis; Family Relationship; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Sprachminderheit; Audio-CD; Zweitsprachenerwerb; Bilingualismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Case study; Fallstudie; Case Study; Ausland; Rollen; Sprachbildung; Sprachpflege; Französisch; Spanisch; English language; Englisch; Diskursanalyse; Fragebogen; Australien
Abstract	The aim of this study is to examine the strategies majority language-speaking parents use to support the development of the minority language in families who follow the pattern of exposure known as one-parent-one-language (OPOL). In this particular pattern of raising a child bilingually, each parent speaks only their own native language to their children. Previous studies concerned with language development in children raised under the OPOL pattern primarily focused on how input from the minority language-speaking parent affects minority language development, leaving the role of the majority language-speaking parent largely unexplored. To address this gap, a case study was carried out on three families in Brisbane, Australia, who reported following the OPOL pattern. Video and audio recordings were taken, along with interviews using an elicited recall task based on the recordings to gather data on the families' language practices and motivations. The results of the qualitative analysis suggest that, in these families, the majority language-speaking parent plays an important role that extends beyond the provision of input in the majority language and may contribute to fostering minority language development and maintenance. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10