Chapter 2. Weaving Languages Together: Family Language Policy and Gender Socialization in Bilingual Aymara Households

Siblings' play and language shift to English in a Malay‐English bilingual family in Singapore

“…Adding to this syncretic process of children's play, Long, Volk, and Gregory (), p. 241) eloquently argue as well that ‘as children draw from multiple worlds to create new ones, they do so with a sensitivity to what is yet to come. Through play and other interactions, they draw on prior experiences with an eye to what they assume is just around the bend.’ While this reflects ‘a hierarchical social organization inside the play frame’ (Karrebæk, , p. 2913), it also highlights the fact that the totality of the child's environment when discussing language socialization needs to be taken into account (Luykx, ). It is thus safe to argue that, in Singapore, the children's use of English at home could be explained by their desire to improve their English and benefit from it in their future life.…”

“…Through his examination of young children’ socialization into cursing in St. Lucia by means of a creole language that under most circumstances they are discouraged from using, Garrett concludes that the traditional notions such as diglossia and domain‐centered approaches to studying bi/multilingualism fall short in explaining language maintenance/shift processes. This is due to the fact that code‐specific genres could disrupt the balance between H and L varieties in diglossic contexts which could have serious implications for language maintenance/shift processes (see also Luykx, ; Smith‐Christmas, , for the use of the minority language in a disciplinary context).…”

Language Attitudes and Identities in Multilingual China

“…In bilingual families, the parents' language attitudes become particularly clear when they "choose", with varying degrees of awareness, the languages in which their children first learn to talk and later the rules of speaking at home-the family language policy (Luykx 2003). However, it is too simplistic to equate the choice of one particular language with favourable attitude towards that language.…”

4. Language Socialization

“…For example, Spain's early colonial conquests and long-term control in much of the new world created a context in which Spanish is now the official language in a number of countries where language socialization studies have been conducted: Mexico (Augsburger 2004), Guatamala (Reynolds 2008), Bolivia (Luykx 2003), and Chilean-ruled Rapa Nui (Makihara 2005). First of all, due to the history of European imperialism, Romance languages frequently play the role of the dominant or "high" language in many communities.…”