Skip to content
2018
Volume 97, Issue 6
  • ISSN: 0360-9170
  • E-ISSN: 1943-2402

Abstract

This study examines an immigrant mother and child in a multiracial, mixed-status family to understand their complex ways of navigating the one-parent, one-language policy.

Loading

Article metrics loading...

/content/journals/10.58680/la202030715
2020-07-01
2025-05-12
Loading full text...

Full text loading...

References

  1. Brown C. L. (2011) Maintaining heritage language: Perspectives of Korean parents. Multicultural Education, 19(1), 31–37.
    [Google Scholar]
  2. Brown L. (2013) Teaching “casual” and/or “impolite” language through multimedia: The case of non-honorific panmal speech styles in Korean. Language, Culture and Curriculum, 26(1), 1–18.
    [Google Scholar]
  3. Curdt-Christiansen X. L., Wang W. (2018) Parents as agents of multilingual education: Family language planning in China. Language, Culture and Curriculum, 31(3), 235–254.
    [Google Scholar]
  4. Danjo C. (2018) Making sense of family language policy: Japanese-English bilingual children’s creative and strategic translingual practices. International Journal of Bilingual Education and Bilingualism. Advance online publication. doi:10.1080/13670050.2018.1460302
    [Google Scholar]
  5. Darvin R., Norton B (2014) Transnational identity and migrant language learners: The promise of digital storytelling. Education Matters, 2(1), 55–66.
    [Google Scholar]
  6. de Jong E. J., Yilmaz T., Marichal N (2019) A multi-lingualism-as-a-resource orientation in dual language education. Theory Into Practice, 58(2), 107–120.
    [Google Scholar]
  7. García O., Kleifgen J. A. (2010) Educating emergent bilinguals: Policies, programs and practices for English Language Learners. Teachers College Press.
    [Google Scholar]
  8. Glaser B. G., Strauss A. L. (2006) The discovery of grounded theory: Strategies for qualitative research. Aldine.
    [Google Scholar]
  9. Gort M. (2019) Developing bilingualism and biliteracy in early and middle childhood. Language Arts, 96(4), 229–243.
    [Google Scholar]
  10. Heller M. (2007) Bilingualism as ideology and practice. InHeller M. (Ed.). Bilingualism: A social approach (pp.1–22). Palgrave Macmillan.
    [Google Scholar]
  11. Hirsch T., Lee J. S. (2018) Understanding the complexities of transnational family language policy. Journal of Multilingual and Multicultural Development, 39(10), 882–894.
    [Google Scholar]
  12. Hua Z., Wei L. (2016) Transnational experience, aspiration and family language policy. Journal of Multilingual and Multicultural Development, 37(7), 655–666.
    [Google Scholar]
  13. Kang H. (2013) Korean-immigrant parents’ support of their American-born children’s development and maintenance of the home language. Early Childhood Education Journal, 41, 431–438.
    [Google Scholar]
  14. Kang H. (2015) Korean families in America: Their family language policies and home-language maintenance. Bilingual Research Journal, 38(3), 275–291.
    [Google Scholar]
  15. King K., A, Fogle L. W. (2006) Bilingual parenting as good parenting: Parents’ perspectives on family language policy for additive bilingualism. International Journal of Bilingual Education and Bilingualism, 9(6), 695–712.
    [Google Scholar]
  16. King K. A., Fogle L. W. (2013) Family language policy and bilingual parenting. Language Teaching, 46(2), 172–194.
    [Google Scholar]
  17. King K. A., Fogle L. W., Logan-Terry A. (2008) Family language policy. Language and Linguistics Compass, 2(5), 907–922.
    [Google Scholar]
  18. Kroskrity P. V. (2004) Language ideologies. InDuranti A. (Ed.), A companion to linguistic anthropology (pp.496–571). Blackwell.
    [Google Scholar]
  19. Kwon J. (2017) Immigrant mothers’ beliefs and trans-national strategies for their children’s heritage language maintenance. Language and Education, 31(6), 495–508.
    [Google Scholar]
  20. Kwon J. (2019a) Mobilizing historical knowledge through transcultural play: A multi-sited ethnographic case study of an immigrant child. Early Child Development and Care. Advance online publication. 10.1080/03004430.2019.1637860
    [Google Scholar]
  21. Kwon J. (2019b) Parent-child translanguaging among transnational immigrant families in museums. International Journal of Bilingual Education and Bilingualism. >Advance online publication. 10.1080/13670050.2019.1689918
    [Google Scholar]
  22. Li G. (2006) Biliteracy and trilingual practices in the home context: Case studies of Chinese Canadian children. Journal of Early Childhood Literacy, 6(3), 355–381.
    [Google Scholar]
  23. Miles M. B., Huberman A. M., Saldaña J. (2013) Qualitative data analysis: A methods sourcebook. SAGE.
    [Google Scholar]
  24. Moll L. C. (1992) Bilingual classroom studies and community analysis: Some recent trends. Educational Researcher, 21(2), 20–24.
    [Google Scholar]
  25. Nakamura J. (2016) Hidden bilingualism: Ideological influences on the language practices of multilingual migrant mothers in Japan. International Multilingual Research Journal, 10(4), 308–323.
    [Google Scholar]
  26. Park S. M., Sarkar M. (2007) Parents’ attitudes toward heritage language maintenance for their children and their efforts to help their children maintain the heritage language: A case study of Korean-Canadian immigrants. Language, Culture and Curriculum, 20(3), 223–235.
    [Google Scholar]
  27. Ro Y. E., Cheatham G. A. (2009) Biliteracy and bilingual development in a second-generation Korean child: A case study. Journal of Research in Childhood Education, 23(3), 290–308.
    [Google Scholar]
  28. Schiffman H. F. (1996) Linguistic culture and language policy. Routledge.
    [Google Scholar]
  29. Shohamy E. (2006) Language policy: Hidden agendas and new approaches. Routledge.
    [Google Scholar]
  30. Slavkov N. (2017) Family language policy and school language choice: Pathways to bilingualism and multilingualism in a Canadian context. International Journal of Multilingualism, 14(4), 378–400.
    [Google Scholar]
  31. Song K. (2016) Nurturing young children’s biliteracy development: A Korean family’s hybrid literacy practices. Language Arts, 93(5), 341–353.
    [Google Scholar]
  32. Song K. (2019) Immigrant parents’ ideological positioning on bilingualism. Theory Into Practice, 58(3), 254–262.
    [Google Scholar]
  33. Spolsky B. (2004) Language policy. Cambridge University Press.
    [Google Scholar]
  34. Spolsky B. (2012) Family language policy: The critical domain. Journal of Multilingual and Multicultural Development, 33(1), 3–11.
    [Google Scholar]
  35. Wong Fillmore L. (1991) When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323–346.
    [Google Scholar]
  36. Wong Fillmore L. (2000) Loss of family languages: Should educators be concerned?. Theory Into Practice, 39(4), 203–210.
    [Google Scholar]
  37. Yoon H. S., Templeton T. N. (2019) The practice of listening to children: The challenges of hearing children out in an adult-regulated world. Harvard Education Review, 89(1), 55–84.
    [Google Scholar]
/content/journals/10.58680/la202030715
Loading
/content/journals/10.58680/la202030715
Loading

Data & Media loading...

  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error
Please enter a valid_number test