Family language policy in the context of return migration: A case study
PDF (English)

Słowa kluczowe

FLP
return migration
heritage language maintenance
L2 loss
child agency

Jak cytować

Wąsikiewicz-Firlej, E., & Daly, M. (2023). Family language policy in the context of return migration: A case study. Glottodidactica, 50(1), 213–241. https://doi.org/10.14746/gl.2023.50.1.11

Abstrakt

Return migration has probably been granted the lowest attention in the field of family language policy (FLP). The current paper seeks to address this gap in the research and explores the dynamics of FLP of a Polish family in the context of their temporary migration to Germany and return migration to Poland. The authors investigate how mobility affects FLP, especially towards L1 (Polish) and L2 (German) in the context of migration and return migration. The study takes a qualitative, interview-based study design, supported by the language portrait technique. An analysis of the interview data has evidenced the parents’ strong support for the maintenance and development of L1 throughout the whole process of migration and return migration and the lack of it in the case of L2 after the return to Poland. The results have also evidenced that individuals in a family, including children, have significant autonomy and agency and can shape their independ- ent FLPs, which are aligned neither with their parents nor siblings.

https://doi.org/10.14746/gl.2023.50.1.11
PDF (English)

Finansowanie

The authors declare that this publication was funded with the support from the European Commission (Erasmus , Strategic Partnerships, grant number: 2020-1-PL01-KA201-08612). It re- flects the views only of its authors. The European Commission cannot be held responsible for any use which may be made of the information contained therein.

Bibliografia

Ballweg, S. (2022). Anticipating expectations. Family language policy and its orientation to the school system. International Journal of Multilingualism, 19(2), 251–268. DOI: https://doi.org/10.1080/14790718.2022.2033756

Bayley, R. / Schecter, S.R. / Torres-Ayala, B. (1996). Strategies for bilingual maintenance: Case studies of Mexican-origin families in Texas. Linguistics and Education, 8, 389–408. DOI: https://doi.org/10.1016/S0898-5898(96)90018-2

Boje, D.M. (1991). The storytelling organization: A study of story performance in an office-supply firm. Administrative Science Quarterly, 36 (1), 106–126. DOI: https://doi.org/10.2307/2393432

Bridges, K. / Hoff, E. (2014). Older sibling influences on the language environment and language development of toddlers in bilingual homes. Applied Psycholinguistics, 35 (2), 225–241. DOI: https://doi.org/10.1017/S0142716412000379

Busch, B. (2018). The language portrait in multilingualism research: Theoretical and methodological considerations. Working Papers in Urban Languages and Literacies, 236, 1–13.

Caldas, S. / Caron-Caldas, S. (2000). The influence of family, school, and community on bilingual preference: Results from a Louisiana / Quebec case study. Journal of Applied Psycholinguistics, 21 (3), 365–381. DOI: https://doi.org/10.1017/S0142716400003040

Caldas, S. / Caron-Caldas, S. (2002). A sociolinguistic analysis of the language preferences of adoles- cent bilinguals: Shifting allegiances and developing identities. Applied Linguistics, 23 (4), 490–514. DOI: https://doi.org/10.1093/applin/23.4.490

Central Statistics Office. (2021) Informacja o rozmiarach i kierunkach czasowej emigracji z Polski w latach 2004-2020. https://stat.gov.pl/obszary-tematyczne/ludnosc/migracje-zagraniczne-ludnosci/informacja-o-rozmiarach-i-kierunkach-czasowej-emigracji-z-polski-w-latach-2004-2020,2,14.html.

Cooper, R.L. (1989). Language planning and social change. Cambridge: Cambridge University Press.

Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Los Angeles, CA: Sage Publications.

Cross, W.E. / Galletta, A. (2013). Mastering the semi-structured interview and beyond: From research design to analysis and publication. New York, NY: NYU Press.

Curdt-Christiansen, X.-L. (2009). Invisible and visible language planning: ideological factors in the family language policy of Chinese immigrant families in Quebec. Language Policy, 8 (4), 351–375. DOI: https://doi.org/10.1007/s10993-009-9146-7

Curdt-Christiansen, X.-L. (2013). Negotiating family language policy: Doing homework. In: M. Schwartz / A. Verschik (eds.), Successful family language policy: Parents, children and educators in interaction (pp. 277–294). Berlin et al.: Springer Science & Business Media. DOI: https://doi.org/10.1007/978-94-007-7753-8_12

Curdt-Christiansen, X.L. / Lanza, E. (2018). Language management in multilingual families: Efforts, measures and challenges. Multilingua, 37 (2), 123–130. DOI: https://doi.org/10.1515/multi-2017-0132

De Houwer, A. (1999). Environmental factors in early bilingual development: The role of parental beliefs and attitudes. In: G. Extra, / L. Verhoeven (eds.), Bilingualism and migration (pp. 75–95). Berlin: Mouton de Gruyter. DOI: https://doi.org/10.1515/9783110807820.75

De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28, 411–424. DOI: https://doi.org/10.1017/S0142716407070221

De Houwer, A. (2009). Bilingual first language acquisition. Bristol: Multilingual Matters. DOI: https://doi.org/10.21832/9781847691507

De Houwer, A. (2011). Language input environments and language development in bilingual acquisition. Applied Linguistics Review, 2, 221–240. DOI: https://doi.org/10.1515/9783110239331.221

DiCicco-Bloom, B. / Crabtree, B.F. (2006). Making sense of qualitative research. Medical Education, 40 (4), 314–321. DOI: https://doi.org/10.1111/j.1365-2929.2006.02418.x

Döpke, S. (1992). One parent one language: An interactional approach. Amsterdam / Philadelphia, PA: John Benjamins. DOI: https://doi.org/10.1075/sibil.3

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.

Fogle, L. (2012). Second language socialization and learner agency: Adoptive family talk. Clevedon: Multilingual Matters. DOI: https://doi.org/10.21832/9781847697868

Fogle, L. / King, K. (2013). Child agency and language policy in transnational families. Issues in Applied Linguistics, 19 (1), 1–25. DOI: https://doi.org/10.5070/L4190005288

Gach, P.P. (1993). Obrona wartości naczelnych [The defence of principal values]. In: L. Dyczewski (ed.). Wartości w kulturze polskiej [Values in Polish culture] (pp. 129–158). Lublin: Wydawnictwo Fundacji Szkołom Polskim na Wschodzie im. T. Goniewicza.

Gafaranga, J. (2010). Medium request: Talking language shifts into being. Language in Society, 39 (2), 241–270. DOI: https://doi.org/10.1017/S0047404510000047

Goitom, M. (2019). Discourses of migration and belonging: How language shapes the return-thinking processes of Ethiopians in Canada. Clinical Social Work Journal, 47 (8), 394–405. DOI: https://doi.org/10.1007/s10615-019-00700-8

Gregory, E. (1996). Making sense of a new world: Learning to read in a second language. London: Paul Chapman.

Gregory, E. / Williams, A. (2000). City literacies, learning to read across generations and cultures. London: Routledge.

Grosjean, F. (1997). The bilingual individual. Interpreting, 2 (1–2), 163–187. DOI: https://doi.org/10.1075/intp.2.1-2.07gro

Grosjean, F. (2021). Life as a bilingual: Knowing and using two or more languages. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/9781108975490

Guardado, M. (2020). “My gain would have been their loss”: Key factors in the heritage language socialisation and policies of a middle-class Mexican family in Canada. In: P. Romanowski / M. Guardado (eds.), The many faces of multilingualism: Language status, learning and use across contexts (pp. 39–61). Boston / Berlin: De Gruyter Mouton. DOI: https://doi.org/10.1515/9781501514692-004

Hammer, C.S. / Miccio, A.W. / Rodriguez, B.L. (2004). Bilingual language acquisition and the child socialization process. In: B.A. Goldstein (ed.), Bilingual language development and disorders in Spanish-English speakers (pp. 21–50). Baltimore, MD: Paul H Brookes Publishing.

Harding, E. / Riley, P. (1986). The bilingual family: A handbook for parents. Cambridge: Cambridge University Press.

Harris, J.R. (1995). Where is the child’s environment? A group socialization theory of development. Psychological Review, 103 (3), 458–489. DOI: https://doi.org/10.1037/0033-295X.102.3.458

Hatch, J.A. (2002). Doing qualitative research in education settings. New York, NY: Suny Press.

Hewson, C. (2016). Research design and tools for online research. In: N.G. Fielding / R.M. Lee (eds.), The SAGE handbook of online research methods (2nd ed.) (pp. 57–75). London et al.: Sage Publications. DOI: https://doi.org/10.4135/9781473957992.n4

Hirsch, T. / Lee, J.S. (2018). Understanding the complexities of transnational family language policy. Journal of Multilingual and Multicultural Development, 39 (10), 882–894. DOI: https://doi.org/10.1080/01434632.2018.1454454

Hunt, J.W. / Davis, S.E. (2022). ‘So, mein Deutsch ist schlecht…’: Echoes of societal attitudes and education language policies within the family language policies of second- and third-generation German speakers in Newcastle, Australia. International Journal of Multilingualism, 19 (2), 233–250. DOI: https://doi.org/10.1080/14790718.2022.2037609

Jachnis, A. / Terelak, J.F. (1998). Psychologia konsumenta i reklamy. Bydgoszcz: Oficyna Wydawnicza Branta.

Josselson, R. (2013). Interviewing for qualitative inquiry: A relational approach. New York, NY: Guilford Press.

Kamada, L. (1998). Perusing a bilingual education in Japan: Case studies report. Studies in the Humanities and Economics, 33 (3), 23–37.

Kavanagh, B. (2017). Does having an older sibling support or hinder the development of bilingual- ism in younger siblings? A case study of British and Japanese families. Journal of International Cultural Studies, 23, 209–224.

King, K. / Fogle, L. (2006). Bilingual parenting as good parenting: parents’ perspectives on fam- ily language policy for additive bilingualism. International Journal of Bilingual Education and Bilingualism, 9 (6), 695–712. DOI: https://doi.org/10.2167/beb362.0

King, K. / Fogle, L. / Logan-Terry, A. (2008). Family language policy. Language and Linguistics Compass, 2 (5), 907–922. DOI: https://doi.org/10.1111/j.1749-818X.2008.00076.x

Kramsch, C. (2002). Language acquisition and language socialization. Ecological perspectives. London: Continuum.

Krawczyk, Z. (1990). Wspólnota narodowa [National commonwealth]. In: Z. Krawczyk (ed.), Socjologia polska [Polish sociology] (pp. 69–91). Warszawa: Wydawnictwa Uniwersytetu Warszawskiego.

Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. London: Sage Publications.

Laihonen, P. (2008). Language ideologies in interviews: A conversation analysis approach. Journal of Sociolinguistics, 12, 668–693. DOI: https://doi.org/10.1111/j.1467-9841.2008.00387.x

Lanza, E. (2007). Multilingualism in the family. In: A. Peter / Li Wei (eds.). Handbook of multilingual- ism and multilingual communication (pp. 45–67). Berlin: de Gruyter. DOI: https://doi.org/10.1515/9783110198553.1.45

Lier van, L. (2005). Case study. In: E. Hinkel (ed.), Handbook of research in second language learning (pp. 195–208). Malwah, NJ: Lawrence Erlbaum.

Little, S. (2020). Whose heritage? What inheritance?: Conceptualising family language identities. International Journal of Bilingual Education and Bilingualism, 23 (2), 198–212. DOI: https://doi.org/10.1080/13670050.2017.1348463

Luykx, A. (2005). Children as socializing agents: Family language policy in situations of language shift. In: J. Cohen / K.T. McAlister / J. MacSwan / K. Rolstad (eds.), ISB4: Proceedings of the 4th international symposium on bilingualism (pp. 1407–1414). Somerville, MA: Cascadilla Press.

Miller, J. (1983). Many voices: Bilingualism, culture and education. London et al.: Routledge.

Moin, V. / Schwartz, L. / Leikin, M. (2013). Immigrant parents’ lay theories of children’s preschool bilingual development and family language ideologies. International Multilingual Research Journal, 7, 99–118. DOI: https://doi.org/10.1080/19313152.2011.651397

Obied, V.M. (2009). How do siblings shape the language environment in bilingual families?. International Journal of Bilingual Education and Bilingualism, 12 (6), 705–720. DOI: https://doi.org/10.1080/13670050802699485

O’Connor, H. / Madge, C. (2017). Online interviewing. In: N.G. Fielding / R.M. Lee (eds.), The SAGE handbook of online research methods (2nd ed.) (pp. 416–434). London et al.: Sage Publications. Okita, T. (2002). Invisible work: Bilingualism, language choice and childrearing in intermarried families. Amsterdam: John Benjamins. DOI: https://doi.org/10.4135/9781473957992.n24

Palviainen, Å. / Boyd, S. (2013). Unity in discourse, diversity in practice. In: M. Schwartz / A. Verschik (eds.), Successful family language policy (pp. 223–248). New York / London: Springer. DOI: https://doi.org/10.1007/978-94-007-7753-8_10

Pew Research Center (2018). The age gap in religion around the world. https://www.pewresearch.org/religion/2018/06/13/young-adults-around-the-world-are-less-religious-by-several-measures/.

Portes, A. / Hao, L. (1998). E pluribus unum: Bilingualism and language loss in the second generation, Working Paper No. 229. Annandale-on-Hudson, NY: Levy Economics Institute of Bard College. DOI: https://doi.org/10.2139/ssrn.121374

Romanowski, P. (2021). Family language policy in the Polish diaspora: A focus on Australia. New York / London: Routledge. DOI: https://doi.org/10.4324/9781003147343

Schwartz, M. (2008). Exploring the relationship between family language policy and heritage language knowledge among second generation Russian-Jewish immigrants in Israel. Journal of Multilingual and Multicultural Development, 29 (5), 400–418. DOI: https://doi.org/10.1080/01434630802147916

Schwartz, M. (2010). Family language policy: Core issues of an emerging field. Applied Linguistics Review, 1 (1), 171–192. DOI: https://doi.org/10.1515/9783110222654.171

Schwartz, M. / Verschik, A. (2013). Achieving success in family language policy: Parents, children and educators in interaction. In: M. Schwartz / A. Verschik (eds.), Successful family language policy. Multilingual Education 7 (pp. 1–20). Dordrecht: Springer. DOI: https://doi.org/10.1007/978-94-007-7753-8_1

Sevinç, Y. (2022). Mindsets and family language pressure: Language or anxiety transmission across generations?, Journal of Multilingual and Multicultural Development, [Published online] 1–17. DOI: https://doi.org/10.1080/01434632.2022.2038614

Sevinç, Y. / Backus, A. (2019). Anxiety, language use and linguistic competence in an immigrant context: A vicious circle? International Journal of Bilingual Education and Bilingualism, 22 (6), 706–724. DOI: https://doi.org/10.1080/13670050.2017.1306021

Sevinç, Y. / Dewaele, J-M. (2018). Heritage language anxiety and majority language anxiety among Turkish immigrants in the Netherlands. International Journal of Bilingualism, 22 (2), 159–179. DOI: https://doi.org/10.1177/1367006916661635

Spolsky, B. (2004). Language policy. Cambridge: Cambridge University Press.

Spolsky, B. (2007). Towards a theory of language policy. Working Papers in Educational Linguistics (WPEL), 22 (1), 1.

Spolsky, B. (2012). Family language policy – the critical domain. Journal of Multilingual and Multi- cultural Development, 33 (1), 3–11. DOI: https://doi.org/10.1080/01434632.2011.638072

Stavans, A. / Hoffman, C. (2015). Multilingualism. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9781316144534

Stevenson, P. / Carl, J. (2010). Language and social change in central Europe: Discourses on policy, identity and the German language. Edinburgh: Edinburgh University Press. DOI: https://doi.org/10.1515/9780748635993

Stępkowska, A. (2022). Bilingual partners turn into bilingual parents: Reporting on decisions and consequences. GEMA Online Journal of Language Studies, 22 (4), 246–260. DOI: https://doi.org/10.17576/gema-2022-2204-14

Szczepaniak-Kozak, A. / Farrel, A. / Ballweg, S. / Daase, A. / Wąsikiewicz-Firlej, E. / Masterson, M. (2023). Promoting multilingual practices in school and home environments: Perspectives from Germany, Greece, Ireland and Poland. Göttingen: Vandenhoeck & Ruprecht. DOI: https://doi.org/10.14220/9783737015639

Tannenbaum, M. (2005). Viewing family relations through a linguistic lens: Symbolic aspects of language maintenance in immigrant families. The Journal of Family Communication, 5 (3), 229–252. DOI: https://doi.org/10.1207/s15327698jfc0503_4

Tuominen, A. (1999). Who decides the home language? A look at multilingual families. International Journal of the Sociology of Language, 140, 59–76. DOI: https://doi.org/10.1515/ijsl.1999.140.59

Unsworth, S. (2016). Quantity and quality of language input in bilingual language development. In: E. Nicoladis / S. Montanari (eds.), Lifespan perspectives on bilingualism (pp. 136–196). Berlin et al.: Mouton de Gruyter. DOI: https://doi.org/10.1037/14939-007

Volk, D. / Angelova, M. (2007). Language ideology and the mediation of language choice in peer interactions in a dual-language first grade. Journal of Language, Identity & Education, 6, 177–199. DOI: https://doi.org/10.1080/15348450701454205

Wąsikiewicz-Firlej, E. (2016). Język i tożsamość w rodzinie transnarodowej: Studium przypadku. Neofilolog, 47 (2), 153–170.

Wąsikiewicz-Firlej, E. (2020). Intercultural experiences from the perspective of narrative interviewing: Methodological pitfalls and challenges in the eyes of the student and the teacher. Neofilolog, 55 (2), 307–326. DOI: https://doi.org/10.14746/n.2020.55.2.9

Wąsikiewicz-Firlej, E. (in press/2023). The application of projective techniques to render linguis- tic repertoires of plurilingual language learners at the tertiary level. In: H. Lankiewicz (ed.), Extending research horizons in applied linguistics: Between interdisciplinarity and methodological diversity. Sheffield: Equinox.

Wąsikiewicz-Firlej, E. / Lankiewicz, H. (2019). The dynamics of family language policy in a trilingual family: A longitudinal case study. Applied Linguistics Papers, 26 (1), 169–184. DOI: https://doi.org/10.32612/uw.25449354.2019.1.pp.169-184

Wilson, S. (2020). Family language policy: Children’s perspectives. Cham: Palgrave Macmillan. DOI: https://doi.org/10.1007/978-3-030-52437-1

Wolfram, W. / Schilling-Estes, N. (2006). American English: Dialects and variation (2nd ed.). Malden, MA: Blackwell.

Yamamoto, M. (1987). Significant factors for raising children bilingually in Japan. The Language Teacher, 11 (10), 17–23.

Yamamoto, M. (2001). Japanese attitudes towards bilingualism: A survey and its implications. In: M. Goebel / S. Fotos (eds.), Studies in Japanese bilingualism (pp. 24–44). Buffalo: Multilingual Matters.