Parents’ Choice of a Bilingual Hebrew-Arabic Kindergarten for the Children

The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew

“…From a sociolinguistic perspective, the asymmetry might be attributed to relatively higher levels of exposure of Arabic-speaking children to Hebrew, which is the majority language of the country, than the exposure of Hebrewspeaking children to Arabic, which is a minority language in the country (Amara, 2002). This argument is supported by a recent study by Schwartz, Moin, and Klayle (2013), who examined this same population and asked parents about the multicultural effects of the bilingual environment on the children. The Arabic-speaking parents reported that their children watched more television in Hebrew, whereas the Hebrew-speaking parents did not report more exposure to Arabic at home.…”

“…The parents were asked about their language practices at home regarding communication with their children (language/s used in parent−child conversations). All of the parents of the bilinguals with Arabic as L1 reported that the children were exposed to Hebrew at home (mostly via television), whereas none of the parents of the bilinguals with Hebrew as L1 reported exposure to Arabic at home (for more details about L2 input at home in this population, see Schwartz, Moin, & Klayle, 2013). In addition, the Arabic-speaking parents were asked questions concerning patterns of their children's exposure to the two varieties of Arabic: Spoken Arabic and Modern Standard Arabic.…”

Transnational experiences, language competences and worldviews: contrasting language policies in two recently migrated Greek families in Luxembourg

“…This is especially true of Family B where complementary schools are seen as an important means of developing a Greek linguistic and cultural identity. From this perspective, the two Greek families have adopted measures similar to those of the parents researched by, for example, Lytra (2014), and Schwartz et al (2010Schwartz et al ( , 2013.…”

“…On a micro-level, the parental choices are informed by the parents' linguistic competences, experiences, and ideologies (King and Fogle 2006;Curdt-Christiansen 2016). Studying parents in Israel, Schwartz et al (2013) reported that the parents' linguistic competences determined the choice of school for their children. Parental competences were also important for the ten Chinese parents who Curdt-Christiansen (2009) studied in Quebec.…”

Dynamic interplay of language policies, beliefs and pedagogy in a preschool in Luxembourg

“…Curdt-Christiansen (2016, 2) defines language ideologies as 'the language users' evaluative perceptions and conceptions of language and language practices, based on their beliefs and assumptions about the social utility, power and value of a language in a given society.' Beliefs are furthermore informed by personal experiences of using and learning languages (Schwartz, Moien, and Klayle 2013), and characteristics such as age and personality (Pajares 1992). Research findings show that early years practitioners generally hold positive views on multilingualism and the use of minority languages in their institutions (Kratzmann et al 2017, MENJE andINSIDE 2015).…”