Heritage language use and maintenance in multilingual communities

Juan-Garau, María

doi:10.1515/applirev-2014-0019

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…Hence parents often show preference for bilingual programmes, especially when they are taught in languages of recognized international prestige. However, not always the same goes when pluri-/multilingual education is provided through minority languages, as heritage language education still raises some doubts even among heritage language speaking parents (Hyun-Sook, 2015;Juan-Garau, 2014).…”

Section: Introductionmentioning

confidence: 99%

Measuring Parents’ Motivation to Plurilingualism: Development and Validation of a Modular Inventory

Fiorentino,

Tommasi

2024

ILD

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The article aims to support the burgeoning interest in plurilingualism in research and educational practice by introducing a modular inventory for the assessment of parents’ motivation towards plurilingualism. Drawing on Bronfenbrenner’s ecological systems theory (1977), we developed the Parent’s Motivation to Plurilingualism (PMP) inventory consisting of two modules: Module 1 assessing and the three tenets of plurilingualism orientation, employment reasons, culture transmission and socialization, Module 2 assessing general parents’ motivation to plurilingualism. Both modules can be used jointly or separately by researchers, educators and institutions to provide language programmes which respond to families’ expectations and yearnings. In the article, we report the development and the initial exploration of the PMP structure tested via a pilot study (N = 94 parents). Then, we report the results of a further study for the final validation of the PMP on large sample of 227 parents which provide evidence of the consistency and reliability of the PMP. Confirmatory factor analysis supported the factorial structure of the PMP inventory. The study provides insights into the effectiveness of plurilingual education in reflecting family expectations during a wide span of children’ school life and offers a greater understanding of parents’ motivation on the educational success of plurilingual children. Misurare la motivazione dei genitori al plurilinguismo: sviluppo e validazione di un inventario modulare L’articolo si propone di sostenere il crescente interesse per il plurilinguismo nella ricerca e nella pratica educativa introducendo un inventario modulare per la valutazione della motivazione dei genitori verso il plurilinguismo. Basandoci sulla teoria dei sistemi ecologici di Bronfenbrenner (1977), abbiamo sviluppato l’inventario Parents Motivation to Plurilingualism (PMP) composto da due moduli: il Modulo 1, che valuta i tre principi dell’orientamento al plurilinguismo, le ragioni di lavoro, la trasmissione culturale e la socializzazione, e il Modulo 2, che valuta la motivazione generale dei genitori al plurilinguismo. Entrambi i moduli possono essere utilizzati congiuntamente o separatamente da ricercatori, educatori e istituzioni per fornire programmi linguistici che rispondano alle aspettative e ai desideri delle famiglie. Nell’articolo riportiamo lo sviluppo e l’esplorazione iniziale della struttura del PMP, testata attraverso uno studio pilota (N = 94 genitori). In seguito, riportiamo i risultati di un ulteriore studio per la validazione finale del PMP su un ampio campione di 227 genitori, che fornisce la prova della coerenza e dell’affidabilità del PMP. L’analisi di conferma ha supportato la struttura fattoriale dell’inventario PMP. Lo studio fornisce approfondimenti sull’efficacia dell’educazione plurilingue nel riflettere le aspettative della famiglia durante un ampio arco di vita scolastica dei bambini e offre una maggiore comprensione della motivazione dei genitori sul successo scolastico dei bambini plurilingue.

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Section: Introductionmentioning

confidence: 99%

Measuring Parents’ Motivation to Plurilingualism: Development and Validation of a Modular Inventory

Fiorentino,

Tommasi

2024

ILD

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“…The central question in this article is urgent in light of heritage language maintenance and adults linguistically constructing their parental identities and ‘sense of belonging in the home’ (Juan-Garau 2014:428). The toddler as young as two engages with power dynamics in the wider societal and educational context in an agentic way: (s)he translates ‘attitudes into reality’ while the (grand)parents struggle with their ‘own responsiveness’ to what they consider a problematic situation in the home sphere (Schwartz & Yagmur 2018:216).…”

Section: Introductionmentioning

confidence: 99%

The impact of preschool attendance on children's bidialectism in The Netherlands: Why toddlers may stop speaking a regional language (Limburgish) at home

Cornips

2020

Lang. Soc.

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This article addresses the question as to why toddlers in The Netherlands may stop speaking their regional language—Limburgish—as their home language after entering preschool, even when both parents speak Limburgish at home. The question is addressed through the concept of the total linguistic fact (Silverstein 1985): language ideology, language choice, and language practices mutually shape and inform each other. Language ideologies in wider society impact educational practices in preschool. Hierarchical teacher-child and influential peer interactions show the negative effects of speaking Limburgish. Preschool language socialization practices have a profound effect on language choice and shift by toddlers at home who are still in the midst of their linguistic, pragmatic, cognitive, and social development of both Limburgish and Dutch as first languages. (Regional language, language ideology, preschool)

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The transmission of Spanish as a heritage language in Australia

Hernández Gallego,

Doquin de Saint-Preux

2024

ARAL

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Although the terms ‘heritage speakers’ and ‘heritage languages’ are relatively new, the phenomena themselves date back to the beginning of migration. In many situations heritage languages do not survive these changes, but in others they are maintained successfully. This research explores the individual factors that promote the maintenance of Spanish as a heritage language in Australia. To achieve this, we preselected the most relevant individual factors found in the literature, that were then included in a questionnaire that reflected the research questions of this study and was distributed online. Participants in this study were 27 adult Australian heritage speakers who were either born in Australia or have lived in Australia since childhood. The results suggest / indicate that the preselected individual factors: the feeling of identification with the heritage language, the motivation to speak the heritage language, and the prestige that is given to Spanish by both the parents and the heritage speakers correlate statistically with the maintenance of Spanish as a heritage language.

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Heritage language use and maintenance in multilingual communities

Cited by 5 publications

References 17 publications

Measuring Parents’ Motivation to Plurilingualism: Development and Validation of a Modular Inventory

Measuring Parents’ Motivation to Plurilingualism: Development and Validation of a Modular Inventory

The impact of preschool attendance on children's bidialectism in The Netherlands: Why toddlers may stop speaking a regional language (Limburgish) at home

The transmission of Spanish as a heritage language in Australia

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