5 Anxiety as a negative emotion in home language maintenance and development

Sevinç, Yeşim

doi:10.1515/9781501510175-005

Cited by 23 publications

(38 citation statements)

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“…Both groups are satisfied with their socio-emotional well-being in Cyprus, although the immigrant Russian speakers are in a more advantageous position regarding the development of the home language due to their family configuration and linguistic repertoire, which is in line with the previous findings by Makarova et al (2019). The parents attempt to encourage their children's creativity, engagement and motivation, to provide opportunities to practice the majority and minority languages, to increase their language awareness, confidence, and self-esteem, and to facilitate harmonious multilingualism (De Houwer, 2009 in order to avoid the negative emotions, anxiety and disappointment that may lead to low academic achievements, language avoidance, intergenerational tensions in the family, and a monolingual mind set (Sevinç, 2020), or possibly language attrition, shift, or loss (Boudreau et al, 2018).…”

Section: Discussionsupporting

confidence: 85%

“…Seligman (2011) measured well-being using the following criteria: positive emotions, engagement, positive relationships, meaning and accomplishment (the PERMA framework) (Adler & Seligman, 2016;Kern et al, 2014). Within the field of positive psychology, positive emotions are believed to trigger the development of creativity and motivation, to contribute to health and well-being, a connection to the society, and to reshape the perception of the world (Fredrickson, 1998(Fredrickson, , 2001Sevinç, 2020). However, negative emotions such as anxiety and anger have an adverse effect on people in terms of actions and reactions (Fredrickson, 2013;Oxford, 2017).…”

Section: Socio-emotional Well-being: Positive and Negative Emotions O...mentioning

confidence: 99%

“…FLP has been investigated in relation to the affective domain, ideologies, and the maintenance of the home language by various researchers (Hirsch & Lee, 2018;Sevinç, 2020;Zhu & Li, 2016). According to Tannenbaum (2012), emotions are one of the issues in FLP that should be addressed in depth and in explicit and implicit ways to enable families, particularly those in transnational contexts, to address the challenges and pressures of society and intergenerational tensions within a family regarding the choice of language, decisions about educational institutions for the children, language and cultural identities, emotions and well-being (Purkarthofer, 2020;Tannenbaum & Yitzhaki, 2016).…”

Section: Socio-emotional Well-being: Positive and Negative Emotions O...mentioning

confidence: 99%

“…A lack of proficiency in the heritage language can lead to stress and anxiety for both children and parents in transnational and minority contexts (Sevinç, 2020) due to sociolinguistic and emotional pressure, misunderstandings between the generations, relatives' opinions regarding the use, maintenance and transmission of the home/heritage language, language and cultural identities, and values, practices and beliefs (Sevinç, 2016). Monolingualism is the preferred social norm in many countries (Clyne, 2005), and more research on the role of negative and positive emotions in transnational studies regarding the maintenance and development of the home language is needed.…”

Section: Socio-emotional Well-being: Positive and Negative Emotions O...mentioning

confidence: 99%

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The Interrelationship of Family Language Policies, Emotions, Socialisation Practices and Language Management Strategies

Karpava

2022

Journal of Home Language Research

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Multilingual families in immigrant/minority language contact settings face various challenges that are related to their affective and emotional domains, as well as to their well-being. This study investigated the interrelationship of the family language policies (FLPs), emotions, socialisation practices and language management strategies of immigrant Russian and mixed-marriage families in Cyprus. The participants were eighty multilingual families from low-middle-high socio-economic backgrounds, including two-and one-parent families who resided in rural or in urban areas. Forty were mixed-marriage (Russian wife and Greek Cypriot husband) families and 40 were Russian-speaking (both spouses Russian) immigrant families who resided in Cyprus. Data sources included a questionnaire about the families' general backgrounds, the parents' socio-economic status, their linguistic behaviour and their children's language proficiency, and semi-structured interviews with the mothers focused on their FLP, home language development and socio-emotional well-being. An analysis of the diverse family types revealed both differences and similarities amongst Russian speakers in Cyprus and their FLPs. Russian speakers incorporated a wide range of language repertoires in their everyday lives. Multilingualism and the maintenance of the Russian language and culture were usually encouraged, as was the development of the children's Russian-language literacy, and the parents often used the one-parentone-language (OPOL) approach at home. In many cases, FLPs were characterised by translanguaging to enhance dynamic multilingualism and emotional well-being at home. However, not all of the efforts resulted in successful language transmission, which may have been due to individual and/or societal differences and family configurations.

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Section: Discussionsupporting

confidence: 85%

Section: Socio-emotional Well-being: Positive and Negative Emotions O...mentioning

confidence: 99%

Section: Socio-emotional Well-being: Positive and Negative Emotions O...mentioning

confidence: 99%

Section: Socio-emotional Well-being: Positive and Negative Emotions O...mentioning

confidence: 99%

See 2 more Smart Citations

The Interrelationship of Family Language Policies, Emotions, Socialisation Practices and Language Management Strategies

Karpava

2022

Journal of Home Language Research

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“…In family domains, the way a language is spoken, by whom and to whom, is not just a perennial sociolinguistic phenomenon, but a complex sociocultural engagement involving emotions and identity negotiations between family members. Family language policy (FLP), either implicit or explicit, thus plays an instrumental role in strengthening the emotional ties between family members and in developing relationships between generations in family domains (Curdt-Christiansen, 2009;Curdt-Christiansen & Huang, 2020;De Houwer, 2020;Sevinç, 2020). In transnational contexts, FLP is particularly important, because making decisions about whether or not to develop a heritage language can have critical implications for transnational families, not only with regard to enriching their children's linguistic repertoire, but also with regard to establishing a close relationship with each other in the process of 'doing family life' (Kędra, 2021).…”

Section: Introductionmentioning

confidence: 99%

‘妈妈, I miss you ’: Emotional multilingual practices in transnational families

Curdt‐Christiansen

Iwaniec

2022

International Journal of Bilingualism

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Aims: This study explores how home language(s) are used in bilingual family members’ daily digital or non-digital interactions to demonstrate their emotions and affections for each other. The study investigates linguistic features and situated-language use of home language(s) in emotional negotiations between family members. In addition, it explores how multimodalities and languages are mixed to contribute to the interactional dynamics underlying ‘family talk’ and how children and adults position themselves emotionally in moment-to-moment interaction of family life. Methodology: This study involves six families from two transnational communities (Chinese and Polish) and it employs an ethnographic research design for data collection. Data and analysis: Data sources include recordings of mealtime conversations, daily WhatsApp/WeChat texts, and digital-mediated family talk recorded by the families themselves. Affective repertoire is used as an analytical framework. Findings and conclusions: The following five key features are identified in online or offline family talks regarding expression of emotionality: emojis, terms of endearment, diminutives, declaration of love and situated emotive language use. Originality: Unlike recent studies of emotions in bi-multilingual families, this study does not rely on surveys, memoirs, or interviews. Few studies have investigated how family members present their emotional expression in their daily communications, what role home/heritage language(s) actually play in communicating their emotional needs, and how these emotional expressions are manifested in their lived experiences and socialisation practices. Significance and implications: The findings contribute to FLP literature by looking into how emotions are involved in the practices of family life and the construction of familyness. Emotions, as a key factor in FLP, are directly related to parents’ perceptions of and investment in their heritage language. Although these perceptions are linked to the powerful societal languages that often represent educational possibilities, when it comes to emotional expressions, the primacy is given to the first language/heritage language.

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‘You are Iranian even if you were born on the moon’: family language policies of the Iranian diaspora in the UK

Gharibi

Mirvahedi

2021

Journal of Multilingual and Multicultural Development

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With a focus on an under-studied group of immigrants in the UK, this paper examines Iranian families' language ideologies and practices at home in relation to Persian acquisition and maintenance for their children. Working within a family language policy (FLP) framework (King, K. A., Fogle, L., & Logan-Terry, A. 2008. Family language policy. Language and Linguistics Compass, 2(5), 907-922.), we draw on sociolinguistic data from semi-structured interviews with eighteen mothers to understand how parental beliefs, their everyday language practices and the attempts they make to maintain, improve, or alter their language use will lead to their children's heritage language acquisition and maintenance. The results of the study suggest that the success in heritage language development and maintenance boils down to parental pro heritage language ideologies and their everyday small-scale practices. It was also found that the interrelationship between language and cultural values and a successful FLP was further reinforced by the parents' migration trajectory and proficiency in English as the societal language. This research also showed that the large size of this diaspora in the UK (particularly in London), their closeknit social network, availability of heritage language weekend schools and the possibility of frequent visits to the home country create a conducive situation for the Iranian diaspora to raise their children bilingually.

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5 Anxiety as a negative emotion in home language maintenance and development

Cited by 23 publications

References 0 publications

The Interrelationship of Family Language Policies, Emotions, Socialisation Practices and Language Management Strategies

The Interrelationship of Family Language Policies, Emotions, Socialisation Practices and Language Management Strategies

‘妈妈, I miss you ’: Emotional multilingual practices in transnational families

‘You are Iranian even if you were born on the moon’: family language policies of the Iranian diaspora in the UK

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