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This paper examines the family language policies in five case studies of immigrant families in Europe, focusing on the following emotions: Pride, Joy, Sadness and Fear. Families who immigrated from India and Laos to France, Sweden, Norway and Finland expressed their first and foremost emotions over the maintenance of their heritage languages in terms of language ideologies. The principal purpose of this paper is to explore critically the role of emotions of parents and of children regarding the maintenance or loss of the heritage language and the dominant position that the host language occupies in the framework of the family language policy. With an ethnographic approach, the principal tools were interviews, recording of conversations, participant observations and field notes, which yielded significant information on language attitudes, ideologies and practices toward the host-language and heritage language. Findings show that emotions of anxiety toward enfeeblement of the heritage language were common among parents, albeit not explicitly manifested in some families. Fear of losing the heritage language amounts to fear of losing linguistic and cultural identity over which some parents were frustrated, angry and helpless. Pride and joy were other affective displays, notably related to one's command of the host languages or powerful languages like English. [ABSTRACT FROM AUTHOR]

This paper investigates family language policy reported by Gagauz migrant mothers using a qualitative approach. The Gagauz language, the native language of the participants, is one of the languages which is at risk. Data were collected from 14 Gagauz mothers who were living in Turkey. Semi-structured interviews were held with the participants to examine family language practices, beliefs and management strategies. Although language beliefs about family language policy differ from each other, generally Gagauz mothers expect their children to speak Russian due to its status as a lingua franca in trade, education and employment in the post-Soviet context. Moreover, it was found that the Gagauz mothers employed a wide range of family language practices. Majority of participants reported that they spoke mainly Russian whereas others stated that they preferred Turkish at home. As for language management strategies, the lack of educational and audiovisual materials in the Gagauz language affected the Gagauz mothers’ family language management strategies in a negative way. Additionally, the Gagauz language has a symbolic function which is considered a part of Gagauz identity. The findings also revealed insights about Gagauz language maintenance and a shift in heritage context. [ABSTRACT FROM AUTHOR]

In this paper, I draw on the ethnography of language planning and policy to consider how urban Indigenous language education might benefit from understanding the meanings and processes behind other language planning and policy activities migrant youth participate in, specifically, family language policymaking activities. Drawing on ethnographic fieldwork and interviews conducted in the region of Cusco, Perú I examine the experiences of two youth from rural hometowns and of their families. My analysis discusses how family language policies influenced youth's shifting repertoires towards and away from Quechua, how youth drew on their Quechua–Spanish bilingualism to act as family language policy agents guided by local crianza and raciolinguistic ideologies, and how youth experienced Quechua language education in urban high schools. I argue that urban Quechua education efforts need to consider how migrant youth experience and shape their bilingualism and that of their families across rural-urban continua in order to craft safe and meaningful spaces where youth can participate in the strengthening of their Quechua language practices and identities. Resumen: En este trabajo, hago uso de la etnografía de la planificación y la política lingüística para considerar cómo la enseñanza de lenguas indígenas en contextos urbanos puede beneficiarse de una comprensión de los significados y procesos detrás de otras actividades de planificación y política lingüística en las que participan los jóvenes migrantes, específicamente, aquellas concernientes a las políticas lingüísticas familiares. Basándome en trabajo de campo etnográfico y entrevistas realizadas en la región de Cusco, Perú, examino las experiencias de dos jóvenes provenientes de comunidades rurales y de sus familias. Mi análisis aborda cómo las políticas lingüísticas familiares influyeron en los repertorios cambiantes de los jóvenes, los cuales se acercan y se alejan del quechua, cómo los jóvenes hicieron uso de su bilingüismo quechua-castellano para actuar como agentes de política lingüística familiar guiados por ideologías locales de crianza e ideologías lingüístico-raciales, y cómo los jóvenes experimentaron la enseñanza del quechua en las secundarias urbanas. Sostengo que los esfuerzos de enseñanza del quechua en contextos urbanos deben considerar cómo los jóvenes migrantes viven y dan forma a su bilingüismo y al de sus familias a través de continuidades rurales-urbanas con el fin de crear espacios seguros y significativos donde los jóvenes puedan participar en el fortalecimiento de sus prácticas e identidades lingüísticas quechuas. [ABSTRACT FROM AUTHOR]

The growing field of family language policies (FLPs), defined as overt and explicit planning in relation to language use among family members, has garnered increasing interest. FLPs influence child–caretaker interactions and are closely linked to child language development and acquisition. This study investigates the impact of FLPs on children’s proficiency in their heritage language (HL). Employing a multi-method approach, we conducted semi-structured interviews with 53 multilingual parents to explore their beliefs, ideologies, and language management within the family context. Concurrently, their children were administered standardized tasks in their heritage language (HL) to assess receptive vocabulary skills and morphosyntactic comprehension. Our findings indicate that parents’ perceived value of the HL significantly correlates with their children’s language performance, going beyond the influence of reported domestic language usage.

There is an increased urgency of acquiring a lingua franca in this era of industrial revolution 4.0 and society 5.0 as language mastery plays a crucial role in meeting the 21st-century’s demand to compete globally. To this end, family literacy practices have become the keys for the family to socialize their children into the languages they think will benefit their children’s future. Despite the increasingly abundant research on bilingual/multilingualism, research on family English bilingual practice in Indonesian contexts is still limited. This paper is aimed to discuss family literacy practices and language enrichment used to acquire English in two Indonesian families in South Sumatra. A case study design was used to examine translingual practice. Interviews and observations were conducted to collect the data from the two families. Categorizing strategies (coding and thematic analysis) were accomplished to analyze the data. The findings of this study highlight translanguaging, code-switching, and code-mixing as the families’ common literacy practices at home. Another finding reveals the critical role of digital media, such as TV programs, YouTube videos, online games, and books, in supporting children’s English acquisition. Implications of this study include the need to pay attention to the family literacy practice as important component of understanding how second language socialization occurs outside of formal schooling and the role of digital media in mediating this socialization process.

The paper proposes to capture a century of evolution in the intergenerational transmission of Corsican. The study is based on one unpublished survey, conducted by us, and three others conducted by public institutions and researchers. During the 20th century, social changes were profound in Corsica. One consequence of these linguistic changes is presented from 1915 to the present day. It is about the intergenerational transmission of Corsican. A shift from predominantly monolingual family situations in Corsican to new monolingual situations in French is taking place on the island. The paper analyses the parental transmission in Corsican of a section of the island's population, more or less consequential depending on the period. For the most contemporary part, the factors that motivate this choice are outlined and a typical profile of parents who choose to transmit the Corsican language is established. The study of these experiments shows that the equilibrium is precarious and largely subject to the ambient Francophonie.

Despite the unique status of English as a super-power among foreign languages in Korea, and researchers’ increasing interest in Korean parents’ zeal for achieving their children’s early bilingualism and willingness to invest heavily in private English education outside of school, insufficient attention has been paid to the role of parental involvement and English-friendly home environments in Korean children’s early bilingual education. Accordingly, this case study of one Korean family provides an in-depth exploration of how the home language environment, family language policy, and parental investment affected the children’s bilingual development as well as other aspects of family dynamics. The results show that such family capital as parents’ English language proficiency, ability to support and sustain English language practice at the home domain in an ELF context, and access to learning resources can support their consistent efforts to provide a rich linguistic environment with positive psychological support in the home domain. Pedagogical implications for Korean parents with high aspirations for their children’s bilingual development are discussed. [ABSTRACT FROM AUTHOR]

Studies in Family Language Policy (FLP) have focused more on language patterns and practices in transnational families with little attention to the challenges of multilingualism. Through exploring diverse experiences in dealing with multilingualism, more can be understood about parent language ideology, the enactment of FLP, and factors related to identity construction. Therefore, the study highlights how the family experiences affect the way individual family members perceive social relations and social structures and how they construct and present their own identities. The study is based on an analysis of longitudinal data from children's family transnational experiences and how the dynamic of FLP affected not only family talk style but also identity construction. The main focus of the study entails an analysis of personal auto-ethnographic accounts. The study explored the emergence of religious identity in the family talks via (1) using referring expressions to talk about religious places related to two different contexts, and (2) frequently using religious phrases in different settings, which, in turn, reveal the interplay between macro and micro factors affecting the parental language ideology, language planning, and identity construction in the FLP. This study contributed to the field of language policy by presenting the different trajectories in identity construction and family language in a transnational families from a less explored religious and ethnic group. [ABSTRACT FROM AUTHOR]

This study delves into the heritage language experiences of Australian-born Chinese immigrant children under the framework of family language policy. Storytelling as a narrative inquiry method is used to reveal the lived experiences of the protagonists in relation to heritage language and culture. The three family stories involved for case studies reveal different levels of parent agency in Chinese immigrant families regarding their children’s home language use and heritage language education. It is noted that the level of child agency corresponds with the level of their parent agency. Where parents strongly advocate and practice heritage language maintenance, stronger agency is observed in their children to continue the use and learning of their heritage language. In addition, maintaining harmony while parents are implementing family language policies and providing children with formal instruction in heritage language are conducive to heritage language development, particularly in terms of its literacy. [ABSTRACT FROM AUTHOR]

The article analyses the language situation in Ukraine before the beginning of Russian military aggression in February 2022. The data reflect the language practices of Kyiv families with preschool age children. The sociolinguistic study shows the use of different languages, primarily Ukrainian and Russian, in families raising children of this age group. The author traced the correlation between parents' language behaviour and children's language practices. This article examines bilingualism in the context of the daily language practices of children and families. The author pays attention to the sociolinguistic aspects of the Ukrainian language used in the formal and non-formal communication of Kyiv's preschool children. [ABSTRACT FROM AUTHOR]

Despite the number of people of Polish origin (approx. 9 million) and the long history of this diaspora in the U.S., there have been no in-depth comprehensive sociolinguistic studies devoted to their language situation and bilingualism. The states of the Southeast (including Georgia) are particularly under-researched. The article presents the results of the Polish part of sociolinguistic research on the situation of Slavic languages in Georgia, carried out in the summer of 2022. Since Georgia is rarely a destination for direct migration from Poland, its Polish community differs linguistically and socially from the more typically "Polish" states of the Northeast and Midwest. Based on questionnaire research and interviews, the spheres of use of Polish and English, the linguistic competence of Poles in both languages, and the shape and main motives driving family language policy are discussed. [ABSTRACT FROM AUTHOR]

The article focuses on the intersection of cultural and linguistic diversity among migrants in South Africa, examining how religion influences their integration into the host community and their maintenance of heritage languages. It discusses the concepts of language policy and family language policy in the context of migrants' experiences, highlighting the role of religion as a significant factor in shaping their social mobility and community cohesion.

This paper reports on a phenomenological study that examined Hungarian American parents' perceptions and practices related to translanguaging--a systematic scaffolding strategy that utilizes multiple linguistic repertoires to facilitate competence and performance in two or more language--in family communication. We used semistructured interviews with questions related to language use, parents' reactions to translanguaging, and their perceptions of why and how translanguaging occurs in oral and written family communications. The participants included twelve Hungarian American families with adolescent children who used the Hungarian language in family communication. The findings indicated that most families found translanguaging natural and positive, and these families used supportive and constructive behaviors when translanguaging happened. A few parents rejected the practice of translanguaging when the communication took place in Hungarian, which indicated monoglossic language ideologies. These divergent views of family language policy were often explained by the familial, social, and cultural contexts of the families. Because parents are the main stakeholders in language maintenance, their perspectives and practices are essential. This paper contributes to our understanding of family language policies regarding translanguaging and offer recommendations for a minority language community, the Hungarian American immigrant community, for which translanguaging is not well researched. [ABSTRACT FROM AUTHOR]

Each individual, regardless of their age, has their own linguistic practices within the family as well as some ideological beliefs regarding the choice of language in a multilingual society. As such, home linguistic practices are especially relevant to understand the process of intergenerational transmission of a minority language. Drawing on ethnographic data, including field notes and observation, individual semi-structured interviews with parents, and two focus groups with four families each, the main objective of this article is to investigate the parental strategies used for the intergenerational transmission of Galician in urban and semi-urban habitats of Galicia, where Spanish is the main language of socialization. The endeavour is also to inform about the agency of pro-Galician parents who, through their individual linguistic ideologies, planning, and practices, play a significant role in preserving and revitalizing Galician outside of school, particularly in the domestic sphere. [ABSTRACT FROM AUTHOR]

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This article sets out to explore the relationships between parental language ideologies, and language use and negotiation in parent–child interaction. The primary dataset is composed of around 10 h of audio recordings of everyday interactions of family members (i.e. a Brazilian mother, a Norwegian father, and a 3-year old Norwegian born daughter) during a three-year ethnographically-oriented project undertaken in Norway. A discourse analytical approach with a focus on instances of language negotiation led to the identification of a set of seven parental discourse strategies in the corpus: addressee-bound, code-bound, code rebuttal, filling gaps, rephrase, say 'x', and 'what is–' frame. Results indicate that, contrary to what parents might expect, drawing on discourse strategies that make explicit references to language names might hinder the active use of the child's full linguistic repertoire. Conversely, discourse strategies that only implicitly serve as requests to use a given language can foster continuous multilingual language use. Finally, I suggest that strategies that make explicit references to named languages could be linked to a one-person-one-language-one-nation ideology, and I demonstrate how these strategies help us understand the ways family members navigate their complex national affiliations and talk their multilingual selves into being. [ABSTRACT FROM AUTHOR]

This study investigated Chinese parents' experiences of reading English storybooks to their preschool children. While the spread of English as a global language is associated with an increasing emphasis on English education, few studies have examined its impact on the early home literacy practices in non-English speaking countries. With the most English learners in the world, China has an increasing number of parents making an early start for children to learn English. This study followed the tripartite framework of Family Language Policy (FLP) to examine Chinese parents' beliefs, practices and management in early storybook reading activities. In-depth interviews with 20 parents in Guangzhou revealed that parents' English reading practices are language-oriented with utilitarian language ideologies. Parents' reading practices and management were identified with contextual constraints, including non-English speaking environments, parents' inadequate English proficiency and knowledge of selecting English storybooks. Our findings highlight the impact of English globalization on the educational practices in local families with implications for educational practitioners in countries with similar changing sociolinguistic landscapes. [ABSTRACT FROM AUTHOR]

This study explored the language and literacy practices of multilingual families in Cyprus, Estonia, Germany, Israel, and Sweden during the COVID-19 pandemic. The study focuses on the different roles of family members in language transmission in order to understand whether these practices might have been influenced by the COVID-19 pandemic. We aimed to answer two key research questions: RQ1, whether and how the pandemic conditions affected the heritage language, societal language acquisition, and heritage language literacy learning environments in the five countries examined (Cyprus, Estonia, Germany, Israel, and Sweden); and RQ2, what is the nature of child and parental agency in facilitation of the possible changes in the corresponding five countries? Fifty semi-structured interviews (ten in each country) were conducted. The data highlighted the factors that triggered changes in family language policy during the pandemic and the role of the child’s agency, parents, extended family, and social network during this period. Based on our findings, we argue that the pandemic conditions gave the children new opportunities for agency when it comes to language and literacy choice and communication with extended family members. This even facilitated new sources of input and suggested the active role of a child as an agent in shaping family language policy in the family.

This study aims to investigate parents’ language ideology and family language policy (FLP) among Acehnese families that impact on language shift and language maintenance of Acehnese as a heritage language. The participants of the study were 10 female parents from one of the suburbs in Lhokseumawe City, who have young children from 2 years to 15 years old. The study employed a descriptive qualitative method. The data was collected through semi-structured interviews. The result of the study shows that the majority of parents’ belief that Indonesian is significant for their children's education, has resulted in parents prioritizing Indonesian for their children as the dominant language to speak at home. Furthermore, the family language policy adopted by parents has an impact on language shift among Acehnese children to the Indonesian language. Parents are reluctant to speak Acehnese to their children as a mother tongue and tend to abandon their heritage language. There are two significant points that are lost due to the consequence of parents’ belief and there the family language policy to choose only Indonesian as a mother tongue to their children; first, it has led their children to grow as monolingual people that somehow is a big loss for the Acehnese children in order to gain various benefits culturally, cognitively, and communicatively from being bilinguals; second, Acehnese is under serious threat as Acehnese children ability in speaking their heritage language keep decreasing. Thus, strong efforts need to be done by all parties for Acehnese language preservation as a part of the unique identity of the Acehnese people.

The article addresses the family language policies of multilingual families (FLPs) with Ukrainian roots, describing, among others, the language practices of families in different areas. The analysis of the study is based on semi-structured interviews with newly arrived Ukrainian immigrants living in Tallinn. The language ideologies of families in relation to the choice of languages of education are examined. The secondary objective is to find the reasons why some families manage to maintain their national language and culture and others do not. The article shows that the desire to integrate into Estonian society has influenced the choice of language of instruction of the school among newly arrived immigrant parents, whereas, depending on different cases, the choice was both Estonian and Russian-language school. The article also shows the language management of parents of the studied families implemented with a view to maintaining their language of origin, among which, for example, participation in the Sunday school for the study of Ukrainian language and culture is also in focus alongside the language of instruction in a general education school.

Characterised by media saturation and hypermobility, contemporary society has presented polymedia as an integral element of family life. The expansion and recognition of polymedia in language learning calls for exploring its role in heritage language (HL) maintenance. However, despite growing research interest in polymedia in diverse realms, there have been limited attempts at linking polymedia to family language policy (FLP). The present study deploys the theory of polymedia within the FLP framework to explore the role of polymedia in transforming HL-oriented FLPs to achieve a fresh understanding of FLP in a tech-saturated world. Through in-depth interviews with 15 Chinese-Australian parents who are committed to transmitting Chinese as a heritage language (CHL) to their next generations, parents’ paradoxical ideologies and dynamic practices around navigating polymedia in FLPs are documented. The findings highlight the sociocultural qualities and applications of polymedia in HL-oriented FLPs, which travel beyond the traditional role of technology. The findings may be of interest to migrant families, researchers, and policymakers concerning HLs in Australia and globally. [ABSTRACT FROM AUTHOR]

This paper addresses language anxiety and monolingual mindsets not only as they relate to family language use, but also to divergent social, cultural, and emotional domains of family language policy (FLP) decisions. It explores associations between language practices within the family, beliefs about multilingualism and language ability (language mindsets), family relations, and negative emotions such as anxiety. Based on interview data from two Turkish families in the Netherlands with high levels of language anxiety, this paper demonstrates how anxiety plays a central and unavoidable role in FLP, influencing family language practices and language development unfavourably. Furthermore, it illustrates how parental anxiety about monolingual language norms among first- and second-generation immigrants affects children's language use and development. The transmission of anxiety across generations can be prevalent in multilingual, transcultural families due to 'fixed monolingual mindsets', negatively influencing multilingual language practices in and outside the family. Anxiety and pressure in regard to monolingual mindsets influence family communication and bonding as well as immigrants' social interaction both in the host and so-called home country. FLP, when it is built on monolingual mindsets, pressure and anxiety, therefore, has not only linguistic but also social and psychological costs for individuals, families, and society. [ABSTRACT FROM AUTHOR]

This paper explores family language policy in Turkish-speaking families in Sweden. Questionnaires were administered to the parents of 105 Turkish/Swedish children (age 4 − 7), targeting family language practices (including parent–parent, parent–child, child–parent, child-and-sibling conversation and language-fostering activities such as joint book reading, storytelling and mother tongue tuition), and parental language beliefs and attitudes. Despite much diversity in family types concerning parents' education, country of birth, native language and ethnic affiliation (e.g. Kurdish), common traits emerge: There is a strong focus on the transmission of Turkish in the home, in the face of early and extensive Swedish pre-school attendance. Parents mostly speak Turkish with the child. However, Sweden-born parents report higher uses of Swedish in the home, and sibling interaction also drives a shift towards Swedish. Parental education appears to affect Turkish joint reading activities. Most parents consider proficiency in Turkish and Swedish as equally important for their children. Parents who rank Turkish higher do not necessarily show more maintenance efforts, pointing to some inconsistency between attitudes and practices. Overall, the family language practices observed indicate strong bilingual ideologies and strong language maintenance ideologies, in line with Swedish official state-level language policy, which supports bilingualism and minority language maintenance. [ABSTRACT FROM AUTHOR]

This study investigated the Family Language Policy of second- and third-generation Turkish parents in Melbourne, Australia. Earlier research has shown that the family home is a crucial site for language maintenance [Fishman 1991. Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Clevedon: Multilingual Matters]. The family, and the family home, remains for most migrant groups and their younger generations the main domain for heritage language use. The presence of heritage language speakers, especially those with lower majority language (English) proficiency levels in the family, is conducive to language maintenance. However, in the case of second and third-generation, particularly Australian-born parents, communication in English with their children becomes more dominant. As there has been no earlier study on Family Language Policy of Turkish-speaking parents in Australia, data were collected on the language beliefs and practices of 45 bilingual families. The findings show that Turkish maintenance is a symbolic part of cultural identity of the families studied. Findings reveal the challenges faced by families concerning heritage language maintenance within the family home, particularly as children become more fluent in English and as further generations become more intertwined within other cultures and an expectation to assimilate towards Australian culture and the English-speaking mainstream. [ABSTRACT FROM AUTHOR]

This article focuses on the family language policy (FLP) of second-generation Turkish immigrant families living in France. Data were collected through semi-structured interviews with 12 families to observe their language ideologies, practices and management strategies. The thematic analysis shows that despite generational differences of parents, Turkish is maintained because of their ethnolinguistic identity whereas French is learned for integration and school success. They all speak Turkish to children until school age and most of them begin to use both languages from the moment that children learn French at school. Some parents are more flexible in their FLP and adapt it more than once according to children's needs. The practice of code-mixing was observed in all families, often constituting a gap between their ideologies and practices. Finally, their concentration of management strategies on French shows their effort to meet the expectations of the mainstream country and its educational language policy. [ABSTRACT FROM AUTHOR]

This Special Issue focuses on family language policy as part of the language maintenance and shift efforts of Turkish heritage-speaker families in Australia, Belgium, France, Sweden and the Netherlands. [ABSTRACT FROM AUTHOR]

This study explores the effect of different family compositions formed as a result of marriage patterns in today's Turkish immigrant community in Flanders on family language policies. Based on in-depth interviews with 26 families, grouped in three different family compositions (mixed-marriages, local intra-ethnic marriages and marriages through partner migration), the findings indicate that family composition itself is a main resource in families' language policy implementations. Each family type has its own strengths and weaknesses. The resources that families have are realised through these strengths and weaknesses which are related to family language practices. Results also show the active participating role of children's family language policy implementations and parents' increasing awareness of the role of family in their children's bilingual language development planning. [ABSTRACT FROM AUTHOR]

By using a quantitative approach, we examined the family language policy of Turkish parents in the Netherlands. Based on our earlier ethnographic work with 20 Turkish families and interviews with 35 parents, we designed and conducted a large-scale survey among 116 first-generation and 184 second-generation parents. The findings reveal that both first- and second-generation parents have bilingual language ideologies. Although second-generation parents are more positive about Dutch-oriented language practices of family members, both groups believe that Turkish should be a part of family life. Because parents establish a link between Turkish identity and culture, parents from both generations show strong attachment to Turkish language. Regarding language practices, both generations' language preferences shift towards bilingualism although the first-generation choose to speak Turkish more. Second-generation parents and their third-generation children are more dominant in Dutch but they all report a preference for Turkish in the domestic domain. Regarding language management in the family, different generations of parents show different engagement strategies. With respect to the host society orientations to heritage language maintenance, the informants report unfavourable conditions in the Dutch media, politics and public institutions. [ABSTRACT FROM AUTHOR]

This paper explores the language planning strategies employed by Australian transnational families of Arabic-speaking backgrounds to develop their children's bilingualism in English and Arabic. The paper concludes that the families' transnationalism and strong links with their countries of origin played a significant role in their language planning decisions. The study revealed that the mothers consciously developed their children's bilingualism by means of both planned and spontaneous language management strategies. Semi-structured interviews and a focus group discussion revealed that the mothers used five main strategies, which comprised using the minority language at home, language mixing, reading stories, taking advantage of television shows and travelling to their hometowns. This paper discusses the validity and success of each strategy by comparing them with research findings on other transnational and migrant families around the world. [ABSTRACT FROM AUTHOR]

This article examines the affective dimension of the linguistic repertoire of multilingual families. Specifically, resulting from a three-year ethnographic project in Norway, this study sets out to better understand the role of affect in parent–child interactions as members of two Brazilian-Norwegian families draw on their multilingual linguistic repertoires in the ongoing construction of their familial ties. A discursive analytical approach was employed to examine audio-recordings made by one of the parents of each family (i.e. around 15 h of recordings in total). The analysis demonstrates how certain linguistic features (i.e. terms of endearment and the 'you are ... '-format), combined with the use of the participants' multilingual repertoire, accomplish three interrelated social actions; they: (i) convey parental value-laden aspirations of child-rearing, (ii) position children according to expected social roles, and (iii) forge parent–child ties. These findings are supplemented with interview data, which serve to illustrate the role of home-external contexts in encouraging the parents to use Portuguese with their children in the home. Focusing on the affective dimension of parent–child interactions as they draw on their multilingual repertoires to construct familial bonds contributes to an underexplored area in family multilingualism studies. [ABSTRACT FROM AUTHOR]

Minority language studies have received increasing attention over the last decade in Iran. Drawing on Spolsky's (Spolsky, Bernard. 2004. Language policy. Cambridge: Cambridge University Press) language policy theoretical framework, this inquiry reports on the language ideologies, practices, and management efforts of an under-explored group of Kurdish families residing in the city of Kermanshah. To this end, semi-structured interviews and ethnographic fieldwork guided the collection of data from 40 Kurdish–Persian bilingual parents. The thematic analysis of data revealed glaring inconsistencies among the three elements of family language policy (FLP). That is parents' strong attachment to Kurdish did not necessarily translate into their language practices and efforts. The results also suggest that the studied parents adopted a subtractive approach to their children's proficiency in Kurdish. We argue that parents are not the core force in heritage language maintenance and there are other external factors determining the transmission of the home language. [ABSTRACT FROM AUTHOR]

The article aims to contribute to our understanding of bilingual couples' language choices with regard to childrearing in the less studied Polish setting. Bilingual partners often rethink their communication patterns when faced with the perspective of parenthood. A qualitative study featuring 24 in-depth interviews was conducted with linguistically mixed couples of Poles and non-Poles who represented 22 nationalities and came from six continents. In total, the target couples communicated in seven languages, including Polish. The duration of their relationships ranged from one year to over thirty. By adopting the conceptual framework of the Family Language Policy, the study identified types of bilingual families in Poland by showing that they share parallel educational experiences. Results showed no major differences in the appreciation of bilingual couplehood in the context of their children's linguistic future and overall satisfactory evaluations of their bilingual performance. However, the analysis of interview extracts revealed differences found in parental attitudes towards the strategies of bilingual upbringing and in the reactions of children as described by the bilingual couples. The most satisfactory evaluations of the parents dissembled their once higher expectations regarding their children's linguistic performance. There were also differences in the reported sources of knowledge about how to successfully raise a child in two languages. This indicates that the identification of parenting styles and the ensuing experiences have a crucial bearing for the understanding of bilingual communication between parents and children. [ABSTRACT FROM AUTHOR]

During the past decade, the field of family language policy has broadened its scopeand turned its attention to diverse family configurations in versatile sociolinguistic contexts.The current study contributes to this endeavor by focusing on two single-parent families wholive in Finland and who strive to support Russian as a family language. Applying nexusanalysis as an epistemological stance and as an analytical lens, the study takes an emicperspective on family language policy. Furthermore, it examines how family language policy ismanifested and negotiated during mother-child play and what discoursesshape it. The findings reveal two contrasting ways in which family language policy ismanifested and negotiated in the families. Confident family language policy in one of thefamilies is informed by the mother's historical body (i.e., prior experience of raising childrenbilingually), while in the other family, discourse in place represented by divergent languageideologies plays a significant role in shaping family language policy and is connected withhesitant decisions about language use in the family. [ABSTRACT FROM AUTHOR]

With the rise of globalization, transmigration becomes more commonplace. Globalization is often accompanied by multiculturalism that constitutes an important fabric in societies and countries around the world. This has been the case in South Korea. Multiculturalism has resulted in many shifts and challenges within the Korean family dynamics. Multilingualism is an important characteristic that uniquely identifies many multicultural families. Regardless of the unique traits of each multicultural family, what seems to be the common denominator within these families of emergent bilingual children is that translanguaging is practiced for various purposes both inside and outside the home environment. Through questionnaires, semi-structured interviews, and narrative frames, this qualitative case study explores Anglophone fathers' perceptions of their bilingual children's language proficiency, the translanguaging practices of Korean-English bilingual families in Korea, and the impact of translanguaging practices on bilingual children's self-identity development. Three conclusions can be drawn based on the results: Parents of emergent bilingual children generally value high proficiency in both languages, translanguaging is often practiced for communicative purposes, and translanguaging has an important effect on emergent bilinguals' self-identity development. Implications are drawn regarding the importance and necessity of translanguaging practices both inside and outside of the home environment. [ABSTRACT FROM AUTHOR]

The current study quantitatively applies Spolsky's triangular framework of language policy, including beliefs, practices, and management, to the family domain by investigating language policy in multilingual families in Belgium's Flemish Community. Firstly, we examine whether the three components in fact call for an independent description and examination. Secondly, we address the relationships between the components. To that end, we developed three scales for each of the language policy components according to Spolsky's model, and we tested construct validity of these scales using confirmatory factor analysis. Respondents were 776 multilingual families in Belgium. The results of our analyses confirmed that language policy in the family domain is not a unitary construct and that even though the three components are interconnected, they can still be described independently from each other. Interestingly, while beliefs and practices, and practices and management, were strongly correlated, a similar relationship was not found for beliefs and management, a finding which goes against what was reported previously in more formal domains of language policy. We believe that the current study opens up a wide range of follow-up investigations that dig deeper into the differing dynamics between language policy components in formal institutionalised domains, and the informal family sphere. [ABSTRACT FROM AUTHOR]

The article explores the mutual relationship—or reflexivity— between language socialisation and child agency. It discusses two respective models developed to: (a) better theorise successful language acquisition in a 'Family Language Policy' context (b) conceptualise how children construct their agency through language. These models are implemented in analysing interactions in a family in which the mother is making concerted efforts to transmit the autochthonous minority language Scottish Gaelic to her children. It shows how although initially her attempts in fostering her son Billy's Gaelic linguistic development appear to be 'unsuccessful,' later in the interaction, Billy actively uses Gaelic in playing a card game, evidencing his linguistic competency and his embedded knowledge of the power of language in achieving certain interactional functions. • Analyses the reflexivity between child language socialisation and child agency. • Discusses a model which enables deeper theorisation of what 'successful' intergenerational language transmission means. • Discusses another model which offers insight into how children construct their agency through language. • Focuses on interactions involving the autochthonous minority language Scottish Gaelic. [ABSTRACT FROM AUTHOR]

Keywords: English dominance; family language policy; heritage languages; linguistic stratification; multilingual families EN English dominance family language policy heritage languages linguistic stratification multilingual families 519 527 9 09/08/22 20220901 NES 220901 On the 22nd of May 2022, Australia elected a new Prime Minister, Mr. Anthony Albanese, the son of an Anglo-Australian mother and an Italian migrant father. At the same time, they demonstrate the vulnerability of minority language maintenance for mixed couples, due to the challenge of maintaining a "one parent one language approach" for the migrant parent, especially in the case of isolation from a minority language speaking parent discourse community. For migrants from countries where English is a postcolonial language, such as the Philippines, the high status of English is a language ideology which traverses national boundaries. Moreover, while the high value of English continues, most migrant languages lose their value through migration ([9]) in part through a reduction in the domains of use and in part through language ideologies which position them as deficit English speakers. [Extracted from the article]

Filipino migrants are the fifth largest migrant community in Australia. Filipino migration to the country has been driven by socioeconomic and political factors in both the Philippines and Australia. Against this context, this paper investigates heritage language maintenance practices of Filipino migrant families by using a 2019 interview-based research study with five Filipino migrant families residing in Sydney. The five families were selected based on two criteria: the region in the Philippines where they came from and having a focal child in primary school. The first criterion captured participants from different Philippine linguistic background, while the second ensured a common denominator across the five families that impacts on heritage language practices. Employing Family Language Policy (FLP) as a lens for analysis, the study shows three key findings: (1) the families came to Australia with multilingual repertoires; (2) the parents' language beliefs, mostly motivated by economic and social pressures attached to their ability to speak English well, dictated the family language practices in the home; and (3) their understanding of language learning plays a significant role in their FLP. This research is significant in terms of its contribution to advocacy and sociolinguistic research on heritage language maintenance among Filipino migrants (199). [ABSTRACT FROM AUTHOR]

A key factor that has been found to be critical in shaping family language policy is parents' linguistic identities, or "parents' personal experiences with bilingualism, biculturalism or second language learning" (King, Kendall A. & Lyn Fogle. 2006. Bilingual parenting as good parenting: Parents' perspectives on family language policy for additive bilingualism. International Journal of Applied Linguistics 9(6). 695–712, p. 703). In other words, parents' experiences of languages will colour and influence both their aims for their children's plurilingualism, and the practices that they bring to bear to that end. This proposition was explored in a paper by Sims, Margaret, Elizabeth M. Ellis & Vicki Knox. 2017. Parental plurilingual capital in a monolingual context: Investigating strengths to support young children in early childhood settings. Early Childhood Education Journal 45. 777–787 (p. 779), that "parents construct their own understandings of plurilingualism based on their own experiences with languages" meaning that the parents' linguistic identity indeed provides the potential and the basis for bringing up their children as plurilinguals. This paper, based on an Australian ARC-funded study, reports on the link between parents' linguistic identity and their family language policy, on their impact beliefs (De Houwer, Annick. 1999. Environmental factors in early bilingual development: The role of parental beliefs and attitudes. In G. Extra & L. Verhoeven (eds.), Bilingualism and migration, 75–95. Berlin, Germany: Mouton de Gruyter, p. 83), on the ways in which their aims for their children's language development are articulated and put into practice, and on how they deal with their children's emerging linguistic identity as plurilinguals, in a linguistically isolated context in regional New South Wales. [ABSTRACT FROM AUTHOR]

In this article I adopt a family language policy approach and a diachronic perspective to explore how the dialect-Italian dynamics unfolds differently within different cohorts of Italian migrants due to the hierarchical position of the two heritage languages. I highlight three main issues that emerge across time in the language policies in the home; the relevance of linguistic stratification in the migrants' repertoires, especially with regard to the interplay between language ideologies, beliefs and practices; the extent to which we can talk of agency of choice vis-à-vis linguistic stratification; and the role of education. The tension between the two languages generally plays out in favour of Italian, in spite of the emotional attachment to dialect that persists across generations. The language policies of Italo-Australian families call attention to the challenges that migrants, and dialect speakers in particular, have to face regarding language maintenance, while the diachronic perspective highlights the dynamic and contextual nature of such policies. [ABSTRACT FROM AUTHOR]

As one of the solutions to the economic stratification of English education opportunities and resulting in inequalities, there is a newly emerging global trend of bilingual parenting in Korea called 'maternal English education (Eommapyo yeong-eo)'. The purpose of this study is to examine challenges of Korean parents in practicing Korean–English bilingual home practices as nonnative speakers of English and micro- and macro-factors contributing to the difficulties in a monolingual context of Korea. To explore the challenges of the parents in bilingual parenting in a monolingual context, several semi-structured interviews were conducted for one Korean family. From the study, three main parental difficulties emerged: (1) lack of Korean parents' English proficiency as nonnative English speakers, (2) prevalent myths about bilingualism and early bilingual education, and (3) spousal's different perspectives toward children's bilingual development. The findings suggest that bilingual parenting requires consistent familial cooperation, language-friendly home environment, and constant parental self-reflections on the whole process of bilingual parenting. [ABSTRACT FROM AUTHOR]

This study works on a survey with a number of families whose primary/basic students (school-age children) growing up with at least two languages one of which is the heritage language while the other one is English which is not the majority language yet in Iraqi Kurdistan. Though Kurdish is the majority language and other minorities (including Arabic) are spoken by immigrant or indigenous residents from other ethnic groups that coexist with Kurds, the appearance of a generation within a Kurdish family in Iraqi Kurdistan who don’t pay attention to their heritage language is a serious problem this research tries to deal with. That is, the gap of this study could be the identification of the factors that stand beyond the existence of a new generation that spontaneously works on marginalizing the Kurdish language and underestimating the identity of the Kurdish individual. Accordingly, this study depends on a qualitative method to achieve its goal which is found in working on a family language policy which enables the Kurdish family besides the Kurdish individuals to maintain their heritage language and react positively against the second language while they intend to acquire it. Within this context the study focuses on minority language transmission and majority maintenance, drawing on insights from family language policy and choice of language schooling. Though the results highlight the importance of the choice of language of communication between parents as a potential modelling and extra input opportunity in the household besides the choice of language used by each parent to address a child directly, it gives priority to maintaining the heritage language.