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Session Information
[SYMP35] Family as a language policy regime: Agency, practices and negotiation
20230719T150020230719T1800Europe/Amsterdam[SYMP35] Family as a language policy regime: Agency, practices and negotiation
[SYMP35] Family as a language policy regime: Agency, practices and negotiationHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Understanding Digital Literacies and Real Language Practices within the Ethnically Diverse Russian-Speaking Families in Estonia, Germany and Sweden
Oral Presentation[SYMP35] Family as a language policy regime: Agency, practices and negotiation03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Family language policy (FLP) involves ideologies and approaches to how languages are managed, learned and negotiated within individual families. Using FLP as the theoretical framework, the present study focuses on heritage language (HL) maintenance in ethnically diverse Russian-speaking families and the ways in which these families position themselves in various sociocultural situations while exposed to different societal languages: Estonian, German and Swedish. The use of digital technologies is taken into account in order to understand its role in intergenerational language transmission. The study aims to answer two main research questions: How does the use of digital technologies influence the language practices among (grand)parents and children within nuclear families? How does it change the communication patterns with extended family members, who live outside their country of residence, mainly in Russia or other Russian-speaking countries? The study takes an approach of linguistic ethnography. A total of 15 Russian-speaking families in each country (Estonia, Germany and Sweden) answered semi-structured questionnaires about their sociolinguistic characteristics and participated in in-depth interviews regarding language use, language transmission and maintenance, and attitudes to all these processes. The data analysis shows that the use of digital technologies has an impact on the language practices within the families but not necessarily on the use of Russian as a HL. Most families highlight the intensification of internet-based communication with extended family members and the supportive effect of digital technologies on intergenerational HL transmission, since younger family members gained more access to Russian via the internet. However, the role of digital technologies alone is limited when it comes to intergenerational HL transmission and such factors as the efforts of the parents and the agency of their children seem to be more important. Still, the joint use of digital technologies might have a positive effect, especially in those families where the children are actively involved in digital communication. This comparative analysis of the family contexts helps explain the variation in the development of families' linguistic identities and language use strategies. We also identify clear similarities and differences between these families, especially in terms of immigrant family digital language practices.
Presenters Anastassia Zabrodskaja Professor Of Intercultural Communication, Tallinn UniversityAnna Ritter Research Associate, University Of Duisburg-Essen
The family domain as a safe-house: strategies of linguistic resistance and intergenerational language transmission in Pewenche families in south Chile
Oral Presentation[SYMP35] Family as a language policy regime: Agency, practices and negotiation03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
This presentation focuses on processes of successful intergenerational indigenous language transmission in Pewenche families in south Chile. Family language policy research has established that what happens linguistically in families is also influenced and shaped by policies, discourses, and practices on different scales in society. In Chile, the situation of indigenous families has been marked by processes of linguistic and cultural assimilation, land theft and forced migration which altered Indigenous ways of material subsistence and cultural reproduction. Over the last decades, slow and limited institutional changes have been introduced to promote Indigenous languages (such as a Bilingual Intercultural Education Program) with little success. At the same time, neoliberal and globalization influences have also intensified in all aspects of Chilean society, also reaching rural indigenous communities and families like those in this study. In this historical and contemporary context, I will discuss the ways in which some Pewenche bilingual families have managed to maintain the intergenerational use and transmission of their indigenous language (Chedungun) at home despite the structural constraints and limitations in the other social spaces they navigate, which subordinate and discriminate against their indigenous language. The analysis of these families' actual language practices and of ethnographic interviews to parents and children shows that notions of family and family-making, parental agency, a strong indigenous identity, and, most importantly, what parents and children refer to as 'habit', appear to explain the sociolinguistic order in these families. I argue that these families have transformed their homes into veritable safe-houses (Canagarajah, 2004; Pratt, 1991) for linguistic resistance, the transmission and use of their indigenous language (more specifically, the deployment of their full linguistic repertoire), and the construction of complex identities. This process is accompanied by an attitude of detachment and disengagement from the language regimes, ideologies, and practices of not only those family external spaces where Spanish monolingualism is dominant, but also from spaces that may be seen as contributing to the promotion of their Indigenous language.
References
Canagarajah, S. (2004). Subversive identities, pedagogical safe houses, and critical learning. Critical pedagogies and language learning, 116-137.
Pratt, M. L. (1991). Arts of the contact zone. Profession, 91, 33-40.
Family and School: Intergenerational perspectives on the connections between family language policy and schooling
Oral Presentation[SYMP35] Family as a language policy regime: Agency, practices and negotiation03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
Besides the internal factors including parental decisions and child agency, the broader economic, political, cultural, and linguistic contexts also have a great impact on FLP. Multiple studies indicate that children's transition to school can be a turning point for both family linguistic practices and children's and parents' language attitudes. However, there is a lack of empirical knowledge about family members' experiences during the transitional phase and how the new situation is integrated into their daily lives. Through an ongoing longitudinal study with five Chinese-German multilingual families living in Germany, I analyze the continuities and changes in FLP and family multiliteracies practices before and after children's transition to primary school during a one-year period. This issue is explored at three levels: the child perspective, the parent perspective, and the practice level. Through innovative methodological approaches including "homescape walking tour" and "language portrait", children and parents are involved in interviews to share their views. Typical multiliteracy practices and resources are both audio and video recorded by the researcher and by the parents. The first results of the qualitative study show that continuities and changes happen both at the practice level and at the ideological level of parents and children.
Situated in the broader economic, political, cultural, and linguistic contexts, families and their FLP are influenced by external factors constantly. While previous studies in FLP have focused on parental decisions, recently, child agency has attracted increased attention (Fogle & King 2013). Several studies have shown that the transition to schooling may have a disruptive effect on home language practices and children's language development. However, there is a lack of empirical knowledge about family members' experiences during the transitional phase and how the new situation is integrated into their daily lives (Krinninger &Schulz 2017). Through an ongoing longitudinal study with five Chinese-German multilingual families living in Germany for one year, I analyze the continuities and changes in FLP and family multiliteracies practices before and after children's transition to primary school. In understanding the multilingual family spaces, I draw on Lefebvre's (2006) triadic understanding of space: social space is not naturally given but socially produced, jointly and simultaneously by the perceived space, the conceived space, and the lived space. Based on this understanding, I explore the changes and continuities at three levels: the child perspective, the parent perspective, and the practice level. The research questions are adressed as follows: 1. How do children perceive the language policies of the family and the educational institutions (kindergartens and primary school)? 2. How do parents relate their FLP to their children's transition to primary school? 3. How do children exert agency on the FLP and family multiliteracies? Can changes and continuity of child agency in family multiliteracies practices during the transition phase be observed? Through innovative methodological approaches including "homescape walking tour"(see also Garvin 2010) and "language portrait"(Busch 2015), children and parents are involved in serveral interviews to share their lived language experiences and multiple perceptions of literacy resources. Typical multiliteracy practices and resources are both audio and video recorded by the researcher and by the parents. The first results of the qualitative study show that continuities and changes happen both at the practice level and the ideological level of parents and children. Bibliography Busch, B. (2015). Expanding the Notion of the Linguistic Repertoire: On the Concept of Spracherleben -The Lived Experience of Language. Applied Linguistics, amv030. Fogle, L. W., & King, K. A. (2013). Child Agency and Language Policy in Transnational Families. Issues in Applied Linguistics, 19(0). Garvin, R. T. (2010). 14. Responses to the Linguistic Landscape in Memphis, Tennessee: An Urban Space in Transition. In E. Shohamy, E. Ben-Rafael, & M. Barni (Eds.), Linguistic Landscape in the City (pp. 252–272). Multilingual Matters. Krinninger, Dominik; Schulz, Marc (2017): Connected Dynamics: Theoretical and Empirical Perspectives on Family Life and the Transition to School. In: Sue Dockett, Wilfried Griebel und Bob Perry (Hg.): Families and Transition to School, Bd. 21. Cham: Springer International Publishing (International Perspectives on Early Childhood Education and Development), S. 101–116. Lefebvre, H. (2006). Die Produktion des Raumes. In J. Dünne & S. Günzel (Eds.), Raumtheorie. Grundlagentexte aus Philosophie und Kulturwissenschaften. (pp. 330–343). Suhrkamp.
Schooling in Kazakh as medium : “Shut up and other words for reprimanding”
Oral Presentation[SYMP35] Family as a language policy regime: Agency, practices and negotiation03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
This paper describes ideologies of parents, Russian-speaking urban middle-class Kazakhs, on schooling their children in Kazakh. The choice of Kazakh as MOI is typically presented as the only way for children whose home language is Russian to learn Kazakh, which is viewed as required for social mobility in increasingly nationalizing state. The analysis of interactions reveals how the tension between parents and teachers, as members of different social groups, surfaces in everyday talk. Examination of metalinguistic commentary shows that only certain aspects of the second language acquisition process are foregrounded in this metalinguistic activity. Ignoring progress in children's acquisition of Kazakh, the adults appear to selectively focus on a particular lexical set of words dealing with discipline. Adults perceive Kazakh that children learn first in schools as limited to rather rude directives such as 'shut up' or 'stand up' they believe kids constantly hear from their teachers. By doing so, parents systematically construct teachers as rude, uneducated, and uncultured and thus re-produce a negative image of Kazakh schools and teachers. Emergence of this selective metalinguistic activity signals about deeper social issues of class and status shaping the processes of Kazakh revival in urban areas.
This paper attempt to examine how explicitly supported top-down language discourses of nation-state promoting Kazakh as a sole national language are supported and challenged by language practices in Russian-speaking homes. The focus on spontaneous meta-commentary in everyday family talk allows us to tap into 'everyday' language ideologies -- mesa-level between explicit state ideologies and implicit home language practices. The meta-commentary highlights the conflict between drive for language revival of Kazakh and power struggle between Russian and Kazakh speakers in a new linguistic market. The paper adds to the discussion of power and language revival in post-colonial contexts at the backdrop of growing social equality, globalization and transforming linguistic market.
Parents’ agency in interaction with the child’s agency in home language strategies and practices
Oral Presentation[SYMP35] Family as a language policy regime: Agency, practices and negotiation03:00 PM - 06:00 PM (Europe/Amsterdam) 2023/07/19 13:00:00 UTC - 2024/07/19 16:00:00 UTC
In this presentation, I will focus on how parents and children interact as agents through realization of home language strategies and practices.
In this presentation, I will focus on how parents and children interact as agents through realization of home language strategies and practices. Home language strategies and practices are inevitably related to the family's language ideology (Spolsky, 2004). Parents' language beliefs may play a critical role in designing their home language strategies and practices; those in turn play a powerful role in the children's language learning and use at home and other close environments such as playgrounds and pre-schools, as well as in their general linguistic development (Nandi, 2018; Schwartz, 2018).
In this talk, I will distinguish between home language strategies and practices and then I will present key strategies and practices that have been identified and described in the literature. I defined home language strategies as deliberate strategies aimed to manage "language input, and to control its quality and quantity in each family context and practice" (Schwartz, 2020, p. 196), while language practices can be defined as patterns of authentic use of languages in the family by the parents, grandparents, siblings, and other family members, as well as their daily spontaneous or intended language activities.
In addition, I will address how parents and other family members' agency use diverse language strategies and practices. Importantly, most recent research shows growing tendency to attune this proactive language management to the child's agency and languages around, namely, to apply a bilingual or multilingual developmental perspective (Kopeliovich, 2013).
Finally, I will show that during home language and literacy activities, family members as agents may interact in a bidirectional way. They may act via synergies and mutually exchange family funds of knowledge
References: Kopeliovich, S. (2013). Happylingual: A family project for enhancing and balancing multilingual development. In M. Schwartz & A. Verschik (Eds.), Successful Family Language Policy, (pp. 249−276). Springer. Nandi, A. (2018). Parents as stakeholders: Language management in urban Galician homes. Multilingua, 37(2), 201–223. Schwartz, M. (2018). Preschool bilingual education: Agency in interactions between children, teachers, and parents. In M. Schwartz (Ed.), Preschool bilingual education: Agency in interactions between children, teachers, and parents (pp. 1–24). Springer. Schwartz, M. (2020). Strategies and practices of home language maintenance. In A. C. Schalley & S. A. Eisenchlas (Eds.), Handbook of Social and Affective Factors in Home Language Maintenance and Development (pp. 194-217). Mouton de Gruyter. Spolsky, B. (2004). Language Policy. Cambridge University Press.
Presenters Mila Schwartz Head Of Research Authority , Oranim College Of Education
Anastassia Zabrodskaja
Anna Ritter
Mila Schwartz
