New Speakers in the Irish Context: Heritage Language Maintenance Among Multilingual Migrants in Dublin, Ireland

Diskin, Chloe

doi:10.3389/feduc.2019.00163

Cited by 8 publications

(3 citation statements)

References 15 publications

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“…Otwinowska et al (2021) underline the lack of such structures for Russian speakers in Ireland and provide significant findings about the parental transmission of Russian in Ireland, Cyprus, Israel and Sweden. In a similar vein, Diskin (2020) points out the lack of complementary schools for any Chinese language heritage variety spoken in Ireland (except Mandarin) although there are many in the UK. Her study focuses on strategies used by families to ensure the transmission and maintenance of their children's specific heritage language (e.g., the reliance on Chinese or Hong Kong-based digital media to acquire or enhance language skills).…”

Section: Modern Foreign Languagesmentioning

confidence: 99%

Language teaching and learning in Ireland: 2012–2021

et al. 2022

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The language teaching landscape in Ireland has changed considerably over the last 30 years as a result of substantial and sustained inward migration into the country during this period. These social and demographic developments have added to the country's already bilingual context and created a much more varied multilingual landscape than had existed in previous decades. They have also impacted various aspects of language teaching policy, provision and methods for both indigenous and foreign languages. This article reviews research on language teaching and learning in Ireland published during the period 2012–2021. We discuss relevant work disseminated primarily in peer-reviewed journals (national and international), as well as in books, commissioned reports and chapters in edited volumes. The research and policy documents presented concern the teaching and learning of Irish, English and Modern Foreign Languages as second and/or additional languages across all levels of education. They address language teacher training contexts as well. We believe that this review of research demonstrates the extent to which recent inquiries in these domains have advanced knowledge and practice in the Irish context, and have also informed the international research community more generally.

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Section: Modern Foreign Languagesmentioning

confidence: 99%

Language teaching and learning in Ireland: 2012–2021

et al. 2022

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“…Language is crucial for identity and belonging, which immigrant parents consistently negotiate in their homes. Heritage language maintenance among immigrant families has received much scholarly attention in many countries (Diskin, 2020;Kupolati, 2021;Liang & Shin, 2021;Makoni, 2018). However, extensive research has been conducted in Europe and America (Park & Sarkar, 2007;Nesteruk, 2010).…”

Section: Family Language Transmissionmentioning

confidence: 99%

Echoes from the motherland: Heritage language transmission within the Malawian community in South Africa

Sibanda

2023

PLING

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This paper explores heritage language transmission among immigrant families in South Africa. Such research is essential to maintaining language for educational purposes and family interactions. This is a very important topic in a multilingual and multicultural country such as South Africa, and it adds new knowledge to the current research on family language policies and heritage languages. Family interactions are central to language transmission. The available literature shows family units as central to language maintenance and sustenance among immigrant families. Research on immigrant language practices in South Africa is sparse, with available research mainly focusing on school experiences. No available research specifically addresses heritage language transmission within Malawian immigrant families in South Africa, which this study aimed to investigate. The research employed a sociolinguistic approach to explore the language transmission of Chichewa within Malawian immigrant families. The theoretical framework positions Chichewa as mainly used in family circles and less at religious and social gatherings. Data were collected through interviews and observations at family and social gatherings. The study finds that the family context is the main domain within which children are exposed to parental heritage language to a consequential degree, whereas social gatherings contribute to a lesser extent. The data show that parental efforts at transmitting heritage language are insufficient for sustainable levels. Although parents wish to preserve some elements of their identities and culture, a signifier of ethnic identity, their children seem not keen to do so. The study uncovered two major reasons for children’s disinterest: fear of anti-foreign sentiments and a lack of attachment to the parental home country. The paper concludes with the identification of an emerging ‘indelible’ heritage language speaker, a phenomenon that could motivate further research in this field.

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“…Imigrantu vidē dominē vēlme mācīt bērniem viņu dzimto valodu, tādējādi veicinot dzimtās kultūras pārnesi un pozitīvu mijiedarbību šajā aspektā ģimenē, un valodas praktiskā lietošana mājās ir viens no spēcīgākajiem faktoriem mantotās valodas uzturēšanā (Nesteruk, 2010). Turklāt dažas kopienas motivē bērnus mācīties savu mantoto valodu, uzsverot ne tikai kultūras un identitātes uzturēšanas nepieciešamību, bet arī šīs valodas lietotāju iespējamos ekonomiskos ieguvumus (Diskin, 2020).…”

Section: Teorētiskais Pamatojums Theoretical Basisunclassified

Passing Identity and Ethnic Culture in Latvian Emigrant Families

Koroļeva

Pranka

Elksne

2021

SIE

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The paper discusses the problem of preserving native Latvian language and the transfer of cultural identity in Latvian diaspora. One of the central tasks for Latvia’s diaspora policy is to support preservation of Latvian language and culture in diaspora with the aim of strengthening the Latvian identity and the sense of belonging to Latvia. Support is provided to diaspora schools for preserving Latvian language, culture and identity outside of Latvia. However, for children not to lose their Latvian language skills it is important that the language is used also in the family.This paper uses a combination of a quantitative survey and in-depth interviews with the parents of children in diaspora. The aim is to ascertain the language situation in the diaspora, explore practices and perspectives on sustaining Latvian language and ethnic culture.In the theoretical aspect, the research data is approached with reference to P. Bourdieu’s view on language skills as linguistic capital, a form of cultural capital. Parent’s attention to sustaining their heritage language in emigration is analysed in relation to children’s identity formation and family communication with family members left behind. The data confirms that parents play a big role in language acquisition and sustaining by children in emigration, and parents hold the main responsibility in the process of realizing ethnic identity as a value.

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New Speakers in the Irish Context: Heritage Language Maintenance Among Multilingual Migrants in Dublin, Ireland

Cited by 8 publications

References 15 publications

Language teaching and learning in Ireland: 2012–2021

Language teaching and learning in Ireland: 2012–2021

Echoes from the motherland: Heritage language transmission within the Malawian community in South Africa

Passing Identity and Ethnic Culture in Latvian Emigrant Families

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