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Session Information
[SYMP35] Family as a language policy regime: Agency, practices and negotiation
20230718T083020230718T1615Europe/Amsterdam[SYMP51] Multilingual families as discursive spaces: The children
[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
Theorizing multilingual families as discursive spaces: Epistemological and methodological considerations
Oral Presentation[SYMP51] Multilingual families as discursive spaces: The children08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
This presentation revolves around the contributions of our understanding of "multilingual families as discursive spaces" to existing studies of language and family. Language Socialization (LS) (Ochs & Schieffelin 1984) and Family Language Policy (FLP) (King and Fogle 2006) have been the approaches through which Sociolinguistics has given an account of the ways in which families socialise their children into the dispositions and orientations that will allow them to become competent members of their societies, and to what they consider the "right" language choices and uses for their children's futures. With LS, we share the ethnographic approach to language issues and the understanding that it is through language that children are socialised to language use and language ideologies. We also align with most of FLP findings, which have brought to the fore parents' language ideologies and strategies to promote multilingualism, in its different versions, at home. However, we feel that an ethnographic approach that claims for a definition of families as discursive spaces (Heller 2007) entices an inductive and deeper investigation of the social fabric of families in late modernity, and the role of language in such a venture. We also believe that children's perspectives cannot be understood in isolation from their parents' and other siblings' stances. We argue that families are ecologies of practice and ideology, and often, spaces of struggle and dissent, where members belonging to different generations negotiate their individual (mis)alignments with respect to 'established' norms and orientations. In this presentation, we will draw on the case studies of the different panel presentations -as well as on our research with families- to bring to the fore the key issues related to the definition of the notion of "family" discussed in each presentation, the kinds of subjectivities constructed by family members and how they (mis)articulate, the type of social relations established (i.e. who is a member -including pets- and who is not; and who does what with whom and why?), and the semiotic-discursive-narrative practices that shape these families' understandings of their position in the wider social space. That is, we will bring to the discussion how children's practices and ideologies have to be understood against the background of family history, daily life rituals and celebrations, and the shared stories that circulate amongst family members. We will also pay attention to the dispositions, orientations and aspirations that are transmitted through these rituals and stories, and the ways in which all the members position themselves towards them.
Heller, M. (2007). Distributed knowledge, distributed power: A sociolinguistics of structuration. Text & Talk, 27(5-6), 633-653 King, K. & L. Fogle (2006) Bilingual Parenting as Good Parenting: Parents' Perspectives on Family Language Policy for Additive Bilingualism, International Journal of Bilingual Education and Bilingualism, 9:6, 695-712 Ochs, E., & Schieffelin, B. (1984). Language acquisition and socialization. Culture theory: Essays on mind, self, and emotion, 276-320.
“It’s hard, but maybe worth it”: Arabic speaking children’s navigations and negotiations of their multilingualism
[SYMP51] Multilingual families as discursive spaces: The children08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
It has been established that the family is a discursive space for multilingual language learning, use, and in cases of heritage language (HL), also a space that supports language maintenance (Lanza, 2021; Said, 2021b; King, Fogle and Logan-Terry, 2008; Curdt-Christiansen, 2009). Additionally, much of the focus has always been solely on parental beliefs, ideologies, and language management efforts. However, more recently studies on child agency and children's roles within the discursive family space have emerged (Smith-Christmas, 2022; Wilson, 2020; Said & Hua, 2019; Revis, 2019; Fogle & King, 2013). These studies illustrate that children are not passive vessels (Lanza, 2007) who only receive and are filled with language and socialised appropriately; but that they in fact effectively contribute to the learning (or not) of multiple languages, the maintenance of HLs, and the family's socialisation into multiple ways of being. This sociolinguistic ethnographic paper hence presents important diversifying data on the role young multilingual Arabic speaking children (aged between 6 and 14) play in shaping their families' language learning, language practices, and general socialisation norms. Data is derived from projects carried out in the UK and the UAE in 2018 and 2020 and lasting 12 and 7 months respectively, with a total of twenty-two families taking part. ESRC (2015) and families were purposively recruited through WhatsApp groups messages as well as email campaigns to Arabic speaking parent groups and Facebook posts on relevant group pages. Data was collected through demographic forms, monthly recorded interactional data, researcher field notes, parental interviews, children's interviews, and short parental diary entries. Data was analysed thematically (Braun & Clarke, 2006) for the interviews and parental dairy entries, the interactional data was analysed through the lens of interactional sociolinguistics (Rampton, 2019) and field notes and demographic data were used to contextualise the data set. The data is based on four children's experiences and the findings suggest first, and as expected, that children are aware of parental (parental aspirations) and family wide preferences with regards to language use and learning. Second, that children view themselves as active members of the multilingual family unit who 'choose', negotiate, and often refuse to engage with family language preferences. Third, that children form language beliefs in early childhood and are aware of holding such beliefs and finally, that children recognise their own capacity to affect change within the family unit. The data also highlights that emotions, perceived emotionality (Pavlenko, 2004), and family cohesion play foundational roles in children's language experiences. In all, the findings elucidate that multilingualism is a vehicle through which children form their own views of themselves, those around them, and what they aspire to become. Children seem to depend on this discursive family space as an important dialogical context through which the experiences of the next generation of multilingual speakers are shaped.
References Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa Curdt-Christiansen, X. L. (2009). Invisible and visible language planning: Ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy, 8(4), 351–375. ESRC. (2015). ESRC Framework for research ethics. https://webarchive.nationalarchives.gov.uk/ukgwa/20220207164637/http://esrc.ukri.org/files/funding/guidance-for-applicants/esrc-framework-for-research-ethics-2015/ Fogle, L. W., & King, K. A. (2013). Child Agency and Language Policy in Transnational Families. Issues in Applied Linguistics, 19(0). https://doi.org/10.5070/L4190005288 King, K. A., Fogle, L., & Logan-Terry, A. (2008). Family Language Policy: Family Language Policy. Language and Linguistics Compass, 2(5), 907–922. https://doi.org/10.1111/j.1749-818X.2008.00076.x Lanza, E. (2007). Multilingualism in the family. In P. Auer & W. Li (Eds.), Handbook of multilingualism and multilingual communication (pp. 45–67). Mouton de Gruyter. Lanza, E. (2021b). The family as a space: multilingual repertoires, language practices and lived experiences. Journal of Multilingual and Multicultural Development, 42(8), 763–771. https://doi.org/10.1080/01434632.2021.1979015 Pavlenko, A. (2004). "Stop Doing That, Ia Komu Skazala!": Language Choice and Emotions in Parent-Child Communication. Journal of Multilingual and Multicultural Development, 25(2–3), 179–203. https://doi.org/10.1080/01434630408666528 Rampton, B. (2019). Interactional sociolinguistics. In The Routledge handbook of linguistic ethnography (pp. 13–27). Routledge. Revis, M. (2019). A Bourdieusian perspective on child agency in family language policy. International Journal of Bilingual Education and Bilingualism, 22(2), 177–191. https://doi.org/10.1080/13670050.2016.1239691 Said, F. F. S. (2021b). 'Ba-SKY-aP with her each day at dinner': technology as supporter in the learning and management of home languages. Journal of Multilingual and Multicultural Development, 42(8), 747–762. https://doi.org/10.1080/01434632.2021.1924755 Said, F., & Zhu, H. (2019). "No, no Maama! Say 'Shaatir ya Ouledee Shaatir'!" Children's agency in language use and socialisation. International Journal of Bilingualism, 23(3), 771–785. https://doi.org/10.1177/1367006916684919 Wilson, S. (2020). Family Language Policy: Children's Perspectives. Springer Nature.
Presenters Fatma Said Assistant Professor In Applied Linguistics, Zayed University, UAE
Language policing inside and outside the home: Children of Kabyle immigrants in the UK
Oral Presentation[SYMP51] Multilingual families as discursive spaces: The children08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
This paper looks at four Kabyle immigrant families' language practices in three social sites: The Kabyle/Amazigh cultural organisation in London, online platforms and the participants' domestic environment. The Kabyles are a sub-ethnic group indigenous to Algeria. The participants involved in this study are multilinguals; they all speak Kabyle, French, English, and Arabic. They have different migration trajectories. While some of them came directly from their small village in Kabylia, Algeria, others came from the Algerian capital Algiers, France or Spain. The respondents' migration itinerary informs their multiple identifications through language use and language resources, reinforced by socio-economic processes, political affiliations and technological development. The families involved in this study all share a common feature which is their Kabyle activism. They nevertheless express this differently, foregrounding either cultural, social, political and/or economic symbols and practices. The study focuses on how diverse language practices and ideologies echo the parents' socio-political affiliations and migration trajectories, as well as the children's own experiences, shaping the children's choice and use of language(s). The study explores how 'being Kabyle' for the children has involved both the ability of speaking and learning the Kabyle language, and a dynamic use of French and English.
Based on ethnographic and interview research this study explores the language practices of four Kabyle families living in the UK in three multilingual spaces, i.e. a cultural organisation, in domestic environment and online platforms. The family's language practices are informed by the parents' diverse socio-economic status and political engagements, and shaped by their migration trajectories, which consequently influence the children's everyday language behaviour. The study's main argument revolves around how the children appropriate their parents' ideologies and aspirations while at the same time navigate their own choices, according to the context. Young Kabyles use language to either distance themselves or to create close relationships, to gain particular positions in the various discourses spaces that they navigate. Put concretely, they resist the use of Arabic and in some cases French to maintain 'Kabyle' during Kabyle gatherings. At the same time, they use French and English in order to secure a socio-economic status in their daily multilingual interactions. The analysis of the Kabyle case allows us to appreciate how children of Kabyle migrants negotiate many "heterogeneous, diverse identities across multiple localities and across the perceptual and physical boundaries" (Beswick, 2020: 31). Following the pathway of politically active Kabyles, most families involved in this study have worked on revitalising their language variety, which is evidenced on their children's orientations. Parents' wish to create a Kabyle transnational 'imagined community' turned out into involving their children in concrete practices in different discursive spaces, such as social gatherings in a Kabyle Café in London, creation of online chatting spaces and organisation of events within a cultural organisation, creative and artistic activities, poetry, performance of Kabyle theatrical pieces, and music that were inspired by ancient Kabyle and Amazigh history, traditions, and mythology. Their efforts also involved the inclusion of Kabyle in a multilingual online dictionary called Glosbe by young Kabyles active in diaspora. In addition to Numidia's family's plans to open a complementary school to teach Kabyle to children wishing to learn the language in the UK. The study draws on the notion of discursive space (Heller 2007) to include the participants' orientation towards their heritage language as they engage inside and outside the home as well as online as part of expressing their everyday ethnicity in the UK through language use. However. Children whose linguistic capacity was limited, tend to display their ideologies through Kabyle material culture and food consumption. In this presentation, two main questions will be addressed: To what extent do migration trajectories, and the British environment, as a relatively recent migratory setting, shape the Kabyle families' language choices and practices in diaspora?How do political and socio-cultural backgrounds influence how children of Kabyle migrants navigate their parents' aspirations, their social identifications and positionings both offline and online?
Bibliography: Beswick, J. (2020) Identity, Language and Belonging on Jersey: Migration and the Channel Islands. Cham, Switzerland: Springer International Publishing AG. Heller, M. (2007). Distributed knowledge, distributed power: A sociolinguistics of structuration. Text & Talk, 27(5-6), 633-653
Socializing for Success: A Critical Sociolinguistic Ethnography of High Socio-Economic Status Multilingual Families in the UK, Post-Brexit.
Oral Presentation[SYMP51] Multilingual families as discursive spaces: The children08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
This paper explores the discursive and semiotic construction and presentation of notions of family, as revealed through a study of two high socio-economic status, multinational, multilingual families resident in the UK, post-Brexit. The place of language and language materiality (Cavanaugh and Shankar, 2017) in this process is considered, as are the (language) socialization (Ochs and Schieffelin, 2017) of the families' children and the latter's agentive role. The importance of elite languages and of elite multilingualism per se, not only as forms of cultural capital but also as characteristics of habitus, is revealed. However, I take the stance that not only spoken language, but also paralinguistic features and material objects, are essential parts of the family members' semiotic repertoire, and these too are explored. Through the families' language socialization practices, and the material culture of their homes, they created a habitus (Bourdieu, 1993) that reflected not simply their high socio-economic status, but also their cosmopolitanism (Beck, 2012; Werbner, 2008) and their belief in (language) ideologies that in turn align with the notion of the neoliberal self (Urciuoli, 2008). Furthermore, through their semiotic repertoire, family members presented a way of being that was identifiable both to them, and to those around them, as uniquely that of 'our family'. I consider how the practices and ideologies of the present informed, and were informed by, the families' narratives of their past and their orientations towards the future. Taking a critical stance (Heller et al, 2018), I explore the essential role of (language) socialization within the family in the socio-economic stratification of society. I reveal how the participants' trust in the deterministic potential of the dispositions and orientations into which they were socializing their children, the sense of agency afforded by their Bourdieusian habitus, and the capital at their disposal, created an enacted belief that through the 'right' choices and (language) socialization practices today, 'our family' could (would?) win tomorrow. The research material was collected ethnographically through long-term participant observation, in order to better understand language practices and ideologies enacted in everyday ritual. The methodological implications of this will be discussed.
References : Beck, U., 2012. "Redefining the sociological project: The cosmopolitan challenge". Sociology,vol.46, no.1: 7-12. Bourdieu, P., 1993. Language and Symbolic Power. Cambridge: Polity Press. Cavanaugh, J. R. and Shalini Shankar, 2017. Toward a Theory of Language Materiality. In J. R. Cavanaugh, J. R. and S. Shankar (Eds), Language and Materiality: Ethnographic and Theoretical Explorations. Cambridge: Cambridge University Press, pp 1-26. doi: 10.1017/9781316848418. Heller, M. Sari Pietikäinen, and Joan Pujolar, 2018. Critical Sociolinguistic Research Methods: Studying Language Issues That Matter. New York: Routledge. Ochs E. and Bambi Schieffelin, 2017. Language socialization: an historical overview. In Duff P. and May S. (Eds) Language Socialization. Encyclopedia of Language and Education. New York, NY: Springer. Urciuoli, B., 2008. "Skills and Selves in the New Workplace". American Ethnologist vol. 35, no. 2: 211–28. https://doi.org/10.1111/j.1548-1425.2008.00031.x. Werbner, P. (Ed.), 2008. Anthropology and the New Cosmopolitanism: Rooted, Feminist and Vernacular Perspectives. London: Routledge. https://doi.org/10.4324/9781003084617.
Chinese-German speaking children's perspective on their multilingual literacy practices during the kindergarten-school transition
Oral Presentation[SYMP51] Multilingual families as discursive spaces: The children08:30 AM - 11:30 AM (Europe/Amsterdam) 2023/07/18 06:30:00 UTC - 2024/07/18 09:30:00 UTC
While earlier research in FLP has focused on parental perspectives, recent work includes the child agency and their experience with FLP in multilingual families. This work extends the notion of the linguistic landscape to the private family domain and uses an innovative methodological approach of "homescape walking tour" to engage young children (6 to 8-year-old) and their parents in the data generation process. During the walking tours, children in Chinese- German families guided the researcher through their homes, and took pictures of what they understood as "languages". This method triggered conversations with children about their lived language experiences and their multiple perceptions and uses of literacy resources. In a further step, parents were invited to share their ideas about their FLP based on the photographed elements. Gathered Pictures and interview transcripts were analyzed with thematic analysis and discourse analysis to comprehend the linguistic environment including multimodal literacy practices of the families and the individual experiences children create with such resources. The results show a close relationship between the homescapes and FLP. Homescapes in the families are experienced both as opportunities for language learning and family identity presentation. However, the way children and their parents construct homescapes are different.
Situated at the intersection of Family Language Policy (FLP) and Linguistic Landscape (LL) studies, this research work uses an innovative methodological approach of 'homescape walking tour' to engage young children in the data generation process, thus acknowledging child agency (Fogle & King 2013) and empowering the children in the research process. The walking tours triggered conversations with children about their lived language experiences (Busch 2015) and their multiple perceptions and uses of literacy resources. In understanding the construction of family spaces and identifying how the perspectives of different target groups, in this case, the parents and the children, relate to each other, Lefebvre's triadic understanding of space is applied as a framework. According to Lefebvre (2006), social space is not naturally given but socially produced, jointly and simultaneously by the perceived space, the conceived space, and the lived space. In addition to children's lived experience with the multilingual family spaces, interviews with parents about their opinions about FLP, as well as the photographs taken during walking tours, provide us with a conceptive perspective on the home linguistic environment. The present research identifies a close relationship between the homescapes and the FLP in the studied families and shows that the LL of private family spaces also has an informative and symbolic function as described by Landry and Bourhis (1997). The homescapes were constructed by family members both as a language learning context and as a representation of family identity. In line with Garvin (2010), I argue that homescape can both function as a stimulus text during interviews with family members and as a text of actual situated language (see also Garvin 2010). This study also provides knowledge about how children interpret the wide range of literacy practices available to them and how they experience these practices as positive resources for their literacy development. When comparing children's and parents' perspectives, we recognize that while some of the children's perceptions mirrored the parents' conceptions, in other cases their ways of framing differed from one another. Some homescape elements were regarded as highly relevant for language learning by parents, however, children concentrated on the playful character of the objects and related multimodal activities. Bibliography Fogle, L. W., & King, K. A. (2013). Child Agency and Language Policy in Transnational Families. Issues in Applied Linguistics, 19(0). Busch, B. (2015). Expanding the Notion of the Linguistic Repertoire: On the Concept of Spracherleben -The Lived Experience of Language. Applied Linguistics, amv030. 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. Landry, R., & Bourhis, R. Y. (1997). Linguistic Landscape and Ethnolinguistic Vitality. Journal of Language and Social Psychology, 16(1), 23–49. Lefebvre, H. (2006). Die Produktion des Raumes. In J. Dünne & S. Günzel (Eds.), Raumtheorie. Grundlagentexte aus Philosophie und Kulturwissenschaften. (pp. 330–343). Suhrkamp.
English as language investment in family language policy: An ethnographic exploration of children’s positioning, values and emotions in upwardly-mobile Catalan families
Oral Presentation[SYMP51] Multilingual families as discursive spaces: The children01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
This paper explores language ideologies in Catalan families that have (partially) abandoned intergenerational transmission in favour of English as a choice. This parental language investment (Duchêne, 2016) in the home is partly grounded in the English deficit discourses that decry the low standards of foreign language teaching in Catalonia (Castanyer, 2016). Socioeconomic background shapes the potential investment in English outside school, through not only extracurricular and leisure activities but also family language choice, making English "the most unequal subject" in Catalan schools (Rodríguez, 2015). As a relatively recent phenomenon, speaking English to children for their future mobility, study and professional opportunities has not been explored from the children's viewpoints. From a critical sociolinguistic perspective, I will examine the strategies that children use to navigate this family language policy, the values they attach to the different languages in their lives and the family's positioning in the Catalan sociolinguistic context. This paper will focus on selected families in the Barcelona province and will analyse data obtained through observations of English-language leisure activities, children's language portraits (Busch, 2018) and interviews with parents and other adult relatives.
Through ethnographic participant observation, I will examine how children make sense of a multilingual environment in which parents plan family and leisure activities in English along the lines of immersion ideologies. How do children comply with, resist and adapt this family language policy in leisure activities such as playgroups and games? In parallel, I will analyse the biographical narratives that they tell to explain their language portraits, in which children reflect on and represent their linguistic repertoire by colouring a body silhouette. These situated language portraits provide a window onto the children's experiential perspectives, subject positioning and affective stances to the different language varieties in their repertoires (Busch, 2018). The analysis will also draw on the parents' and other adult relatives' discourses in order to gauge the social positioning of families in the local language ideological debates. As Sunyol (2021) claimed in relation to an elite school, plurilingual policies with English can index a neutral stance towards the ongoing political struggles over Catalan immersion education. In addition, English might complement or even replace Catalan as a traditional means for social mobility for Castilian-speaking families. In line with the symposium goals, this paper will illuminate the articulation of parental future aspirations and kids' views of language as socially produced and distributed in upwardly mobile families.
Busch, Brigitta (2018). The language portrait in multilingualism research: Theoretical and methodological considerations. Working Papers in Urban Language and Literacies, 236, 1-13.
Embodying the “best” English speaker: Social positioning amongst multilingual children in Catalonia
Oral Presentation[SYMP51] Multilingual families as discursive spaces: The children01:15 PM - 04:15 PM (Europe/Amsterdam) 2023/07/18 11:15:00 UTC - 2024/07/18 14:15:00 UTC
This paper discusses the experiences and the negotiation of the social image "I'm the best in English", of three primary school girls of Catalan background, in their immediate environment (home, school, and peer group). Unlike what is expected in this region, these girls have been raised in English at home. The Spanish and Catalan-speaking parents decided to socialise their daughters in English owing to various reasons discussed widely in the literature on Family Language Policy (King & Fogle (2006). In this particular case, the parents reproduce the various tropes around English as the language of the future, and the discourses around the commodification of English. However, the parents' histories, family stories, and the decisions that they make reveal much more complex processes. English is constructed as a clear mark of how they want to present themselves socially as "a family". The parents' past life experiences, and their engagement with English seem to play an important role in their present courses of action regarding their daughters' socialisation, and their imagined future (Bryant and Knight 2019). As a result, the girls, aged 10 at the time of the fieldwork, position themselves as, and embody the social image of, "being the best" English-speakers in their social environments. In addition, we analyse certain chronotopes (Bakthin 1981, De Fina 2022) that might help explain this desired personhood, as well as the processes that it triggers and shapes within Catalan society. This case reveals ongoing social transformations in Spanish society, where learning English is constructed as a high-priority skill that can be converted into (inter)cultural and economic capital. The girls' practices and views were collected ethnographically, by two researchers. We observed them in an online after-school drama club over the course of 3 months during the pandemic, and conducted several in-depth virtual family conversations. The online environment favoured the participation of the researchers' children as spontaneous participants (Mansfield 2022). This allowed us to create a safe space to share children's experiences and views, the methodological implications of which will be discussed during the presentation.
References
Bakhtin, Mikhail (1981). The dialogic imagination. Austin: University of Texas Press.
Bryant, R. and D. Knight (2019) The Anthropology of the Future. Cambridge: Cambridge University Press (New Departures in Anthropology).
De Fina, A. (2022). 'I especially loved the little Nana dancing on the balcony': The emergence, formation, and circulation of chronotopes in mass-mediated communication. Language in Society, 1-2
King, K. & L. Fogle (2006) Bilingual Parenting as Good Parenting: Parents' Perspectives on Family Language Policy for Additive Bilingualism, International Journal of Bilingual Education and Bilingualism, 9:6, 695-712
Mansfield, M.A. (2022) Socializing for Success: A Critical Sociolinguistic Ethnography of High Socio-Economic Status Multilingual Families in the UK Brexit Context. Unpublished PhD thesis. University of Southampton.
Fatma Said
Marie-Anne Mansfield