13 Social media and the use of technology in home language maintenance

2022

First Language

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This qualitative, exploratory research study is positioned within the field of Family Language Policy (FLP). Contextualised in bilingual Malta, where Maltese is the majority language, the study inquires into the effects of a plurilingual family language programme on the language ideologies within English-speaking Maltese families. The programme was followed by four such families over a four-week period, during which data were collected via the participants’ weekly entries into semi-structured family language journals. Upon the programme’s completion, a second set of data was collected via one-off, semi-structured, family focus group interviews, for the purpose of triangulation. The findings highlight interrelated issues across the macro, meso and micro levels of language ideology, contributing to existing research by postulating the potential of a family language programme to prompt ideological shifts in support of heritage-language engagement, transmission and maintenance.

Section: Discussionmentioning

confidence: 99%

Prompting heritage-language engagement in English-speaking Maltese families, via a family language programme intervention

Formosa

2022

First Language

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“…Fishman (1964Fishman ( , 1991 identified the academic field around language maintenance and language shift to be focused on what happens to language use 'when populations differing in language are in contact with each other' (p. 32). While Fishman is concerned with populations, rather than individuals, his work has contributed significantly to research in generational language use and language loss, including at family level (Little, 2020b;Verhaeghe et al, 2022). Families, in the absence of contact with larger communities of speakers, function as a microcosm, treading a balance between languages.…”

Section: Child Agency Emotion and Family Language Policymentioning

confidence: 99%

‘Half of who you are’: Parent and child reflections on the emotional experiences of reversing familial language shift

International Journal of Bilingualism

2022

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Aims and objectives: The study explores the emotional experiences of a mother and son during the re-introduction of the heritage language at age 6, following a 2-year hiatus. In particular, it seeks to highlight the affordances of a collaborative, emotionally sensitive approach to family language policy, with parent and child jointly incorporating and acknowledging aspects of the child’s identity development. Methodology: Adopting an autoethnographic approach, mother and son kept a joint research diary where critical incidents (as chosen by either one or both) were written down as verbatim as possible, and subsequently reflected on together, with reflections again entered into the diary. Data and analysis: Data were coded according to various emotions (frustration, pride, joy, love, guilt, etc.) as well as a code linked to identity development. These were then thematically analysed. Findings and conclusion: Parent–child collaboration and facilitation of child agency have a positive impact on a child’s attitude towards learning the heritage language. Jointly sharing and reflecting on the emotional journey of growing up bilingual and bringing up a bilingual child affords both parent and child an insight into each other’s concerns, charting a path towards a collaborative approach to family language policy development. Originality: The study is the first officially documented long-term study focusing on the reversal of familial language shift which provides emotional and language-related data from both parent and child, as part of a complex tapestry of emotion, identity, language, and parent–child relationship. Significance and Implications: Recommendations are made for children to be more actively involved in family language policy research, taking into account their emotional links to, and experiences with, various aspects of language use. In addition, a focus on emotions can assist in a better understanding of the links between language and identity, giving children and parents the space to reflect on and articulate their different points of view, shaping family language policy.

“…Elkin et al (2003) draw out the affordances of books in enabling readers to experience situations 'by proxy', providing a safe environment to enter new worlds and test emotional reactions and attachments. Multilingual children often inhabit more than one sociocultural sphere, and as such, an unequal access to resources or languages can negatively impact their sense of belonging to one or more aspects of their heritage (Little, 2020). Exploring the affordances of a multilingual library thus contributes significantly to the global understanding of children's and families' sense of identity and belonging in this context.…”

Section: Relating Literacies and Libraries To Identity And Belongingmentioning

confidence: 99%

The multilingual children’s library as physical and metaphorical ‘space’ within the community: Practical and emotional considerations

Journal of Librarianship and Information Science

Murray

2022

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Following the establishment of a multilingual children’s library section in Sheffield, England, this paper explores logistical and emotional considerations concerning the set-up and running of the library, and its role within the community. Adopting a case study approach, data are derived from book stock and borrowing statistics, feedback from multiple events (including multilingual storytelling and story writing events, and a reading scheme), as well as a library staff and a parent focus group. Data were analysed thematically according to logistical and emotional concerns, with subthemes – such as borrowing patterns, identity, belonging and physical and metaphorical ‘space’ being identified within the data. The research highlights shortcomings in cataloguing facilities, and in the way in which ‘successes’ are measured in library management and research, while adding significantly to our understanding of the contribution multilingual resources and events in public libraries makes to a community’s sense of identity and belonging. The notion of real and metaphorical ‘space’ for multilingualism as part of library provision forms a vital addition to the way libraries might consider their roles in diverse societies.