Language Socialization in Bilingual and Multilingual Societies (Bilingual Education and Bilingualism, 39) - Hardcover

Hardcover

ISBN 10: 1853596361 ISBN 13: 9781853596360

Verlag: Multilingual Matters, 2003

Inhaltsangabe

Language Socialization in Bilingual and Multilingual Societies is a multidisciplinary, multinational collection of essays that explore language socialization from very early childhood through adulthood, not only in oftenstudied communities in Canada and the United States, but also in Australia, Bolivia, Egypt, India and Slovakia. The global perspective gained by the inclusion of studies of communities representing every inhabited continent provides readers with an indication of the richness of the field as well as a guide for future work. The book includes chapters focusing on language socialization at different stages of the lifespan – at home and in schools, communities and workplaces. Authors focus on well-known communities, such as Mexican-Americans in the United States and Francophones in Canada, as well as on communities that are less familiar to many readers, such as the Aymara in Bolivia, the Inuit in northern Québec and minority Hungarians in Slovakia. The breadth and theoretical sophistication of this volume make it a suitable text for upper-division and graduate courses in bilingualism, language education and sociolinguistics.

Über diesen Titel

Über die Autorinnen und Autoren

Robert Bayley is Professor of Bicultural-Bilingual Studies at the University of Texas at San Antonio, where he specializes in sociolinguistics and second language acquisition. He is co-author of Sociolinguistic Variation in American Sign Language (Gallaudet UP, 2001) and Language as Cultural Practice (Erlbaum, 2002).

Sandra R. Schecter is Associate Professor of Education and Women’s Studies at York University in Toronto, where she teaches courses in language pedagogy, communication and research methods. An ethnolinguist, she is co-author of Language as Cultural Practice (Erlbaum, 2002) and co-editor of On Becoming a Language Educator (Erlbaum, 1997).

Robert Bayley is Professor of Bicultural-Bilingual Studies at the University of Texas at San Antonio, where he specializes in sociolinguistics and second language acquisition. He is co-author of Sociolinguistic Variation in American Sign Language (Gallaudet UP, 2001) and Language as Cultural Practice (Erlbaum, 2002).Sandra R. Schecter is Associate Professor of Education and Women's Studies at York University in Toronto, where she teaches courses in language pedagogy, communication and research methods. An ethnolinguist, she is co-author of Language as Cultural Practice (Erlbaum, 2002) and co-editor of On Becoming a Language Educator (Erlbaum, 1997).

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Language Socialization in Bilingual and Multilingual Societies

By Robert Bayley, Sandra R. Schecter

Multilingual Matters

Copyright © 2003 Robert Bayley, Sandra R. Schecter and the authors of individual chapters
All rights reserved.

ISBN: 978-1-85359-636-0

Contents

Contributors, vii, 
Preface and Acknowledgments, xi, 
Introduction: Toward a Dynamic Model of Language Socialization Robert Bayley and Sandra R. Schecter, 1, 
Part 1: Language Socialization at Home, 
1 Transforming Perspectives on Bilingual Language Socialization Lucinda Pease-Alvarez, 9, 
2 Weaving Languages Together: Family Language Policy and Gender Socialization in Bilingual Aymara Households Aurolyn Luykx, 25, 
3 Collaborative Literacy in a Mexican Immigrant Household: The Role of Sibling Mediators in the Socialization of Pre-School Learners María de la Piedra and Harriett D. Romo, 44, 
4 Growing up Trilingual in Montreal: Perceptions of College Students Patricia Lamarre, in collaboration with Josefina Rossell Paredes, 62, 
Part 2: Language Socialization at School, 
5 Representational Practices and Multi-modal Communication in US High Schools: Implications for Adolescent Immigrants Linda Harklau, 83, 
6 Engaging in an Authentic Science Project: Appropriating, Resisting, and Denying "Scientific" Identities Kim Marie Cole and Jane Zuengler, 98, 
7 Interrupted by Silences: The Contemporary Education of Hong Kong-born Chinese Canadians Gordon Pon, Tara Goldstein and Sandra R. Schecter, 114, 
8 Novices and Their Speech Roles in Chinese Heritage Language Classes Agnes Weiyun He, 128, 
9 Language Socialization and Dys-socialization in a South Indian College Dwight Atkinson, 147, 
Part 3: Language Socialization in Communities & Peer Groups, 
10 Language Socialization and Second Language Acquisition in a Multilingual Arctic Quebec Community Donna Patrick, 165, 
11 Growing a Bdnyavirdg (Rock Crystal) on Barren Soil: Forming a Hungarian Identity in Eastern Slovakia through Joint (Inter)action Juliet Langman, 182, 
12 Multiliteracies in Springvale: Negotiating Language, Culture and Identity in Suburban Melbourne Heather Lotherington, 200, 
13 Terms of Desire: Are There Lesbians in Egypt? Didi Khayatt, 218, 
Part 4: Language Socialization in the Workplace, 
14 Language Dynamics in the Bi- and Multilingual Workplace Christopher McAll, 235, 
15 Back to School: Learning Practices in a Job Retraining Community Jill Sinclair Bell, 251, 
16 Bilingualism and Standardization in a Canadian Call Center: Challenges for a Linguistic Minority Community Sylvie Roy, 269, 
References, 286, 
Index, 306, 

CHAPTER 1

Transforming Perspectives on Bilingual Language Socialization

LUCINDA PEASE-ALVAREZ

Recent accounts of immigrant parents' perspectives on their bilingual children's language education and socialization have been the subject of much discussion among those engaged in debates about the role that minority languages should play in schools and classrooms in the United States. By focusing on a restricted range of topics related to parental perspectives on language and schooling, recent research and media portrayals of parents' views about bilingual education provide us with a very narrow view of the way parents conceptualize language, bilingualism, and learning (Krashen, 1999). Moreover, these accounts, which tend to portray parental perspectives on bilingualism and bilingual education as monolithic and unvarying, contribute few insights into the processes implicated in the way these perspectives develop and change. Instead they are simply described as supporting or countering one side or another in national and state debates about bilingual education.

In contrast, researchers adopting a sociocultural approach to the study of language development have expanded our understanding of how the constitutive relationships among language, learning, and culture play out in the language socialization process. Building on traditions of scholarship that embed learning in the practical activities of communities (Heath, 1983, 1989; Lave & Wenger, 1991; Ochs, 1988; Rogoff, 1990;), scholars have shown how the different ways parents conceive of and participate in their children's language development both construct and reveal cultural practices and values. For example, Ochs (1988) and Heath (1989) have described how parental roles, dispositions, and identities are constructed and revealed through the everyday engagements that involve their children.

When considering the case of Mexican-descent families residing in the United States, researchers who rely on sociocultural frameworks have contributed to our understanding of how parental perspectives on bilingual language socialization develop within the context of a complex and dynamic sociocultural ecology that comprises shifting cultural, institutional, and structural practices and circumstances. Perhaps not surprisingly, research has demonstrated that the language socialization practices of this group are varied, even in the case of those families committed to pursuing similar goals (Schecter & Bayley, 2002; Vasquez et al., 1994). For example, Schecter and Bayley (2002) describe how historical and ecological variations in the experiences of Mexican-descent parents living in California and Texas help to explain the different ways in which they pursue their common goal of making sure that their children maintain Spanish.

Building on the lines of scholarship referred to above, the research reported here also contributes insights into ways that the thinking of Mexican-descent parents about languages, bilingualism, and learning relates to different aspects of their experience, including their histories, cultural practices, and social positioning. What distinguishes this account from others is the attention paid to the way parents' views change over time. The chapter, then, provides a perspective on bilingual language socialization that is often missing from other accounts.

Studying Parental Attitudes and Perspectives Over Time

This chapter is based on a seven-year study conducted from 1991 to 1998. The study investigated native language maintenance and shift toward English in a group of 63 Mexican-descent youngsters and their family members residing in Eastside (a pseudonym), California. To capture the way that generation and time spent in the United States affect bilingualism, parents were grouped according to increasing strength of family ties in this country. Based on a survey of all of the parents of third graders in the four Eastside schools, three groupings were identified:

(1) Parents born in Mexico; immigrated at age 15 or older.

(2) Parents born in Mexico; immigrated at age 10 or younger.

(3) Parents born in the United States.

To assess the related phenomena of language maintenance and shift at a variety of levels, parents and their children from these different groups participated in interviews and activities designed to investigate their language proficiency, attitudes, and choices. The interviews included a variety of question formats to elicit information about parents' attitudes toward English, Spanish, bilingualism, and native language maintenance. Parents were also asked about their views concerning appropriate and inappropriate bilingual language practices and socialization strategies, their opinions regarding the role parents and schools should play in Latino youngsters' language socialization, and their expectations regarding what constituted appropriate or...

Details zur Ausgabe

• Verlag: Multilingual Matters
• Erscheinungsdatum: 2003
• Sprache: Englisch
• ISBN 10: 1853596361
• ISBN 13: 9781853596360
• Einband: Gebundene Ausgabe
• Anzahl der Seiten: 311
• Herausgeber: Bayley Robert, Schecter Sandra R.
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Nicht verfügbar