Investigating Ideological Factors in Family Language Policy
Keywords:
Bi-/multilingualism, family language policy, language ideologies
Abstract
A family has a role in supporting bilingual or multilingual children. In acquiring English for instance, family language policy is likely to shape the development of children bilingualism or multilingualism. Through a qualitative study in a case study design, the language ideologies of two bi-/multilingual families in Palembang were investigated and explored. The participants of this study were the Zahra and the Najwa families who brought up their children in more than one language including English. The data were collected through ethnographic interviews with the parents, grandmother, and children. Thematic analysis was used in analyzing the data of this study. The raw data were coded and classified into categories to derive big major themes regarding ideological factors that shaped language policy. The derived themes were then interpreted descriptively. The results indicated that there were some ideological factors found that contributed to the shaping of the language policy of those two families, such as social values, economical values, political values, cultural values, parents' knowledge toward language acquisition, and bi-/multilingualism. The findings of this study suggest that families need to provide support for their children in their bilingual or multilingual journey. Furthermore, stakeholders and professionals should play a role in the choice of language used in education as well as provide considerable support and assistance for language policy in family domainReferences
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Wei, L. (2013). Conceptual and methodological issues in bilingualism and multilingualism research. In T. K. Bathia & W. C. Ritchie (Eds.), The handbook of bilingualism and multilingualism (pp. 26–52). Willey-Blackweel.
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Baker, C. (1995). A parents’ and teachers’ guide to bilingualism. Multilingual Maters.
Baker, C. (2000). A parents’ and teachers’ guide to bilingualism: Parents’ and teachers’ guide 1 (2nd ed.). Multilingual Maters.
Bassetti, B. (2013). Bilingualism and writing system. In T. K. Bathia & W. C. Ritchie (Eds.), The handbook of bilingualism and multilingualism (pp. 649–670). Willey-Blackweel.
Bell, E. (2013). Heritage or cultural capital: ideologies of language in Scottish Chinese family life. Asian Anthropology, 12(1), 37–52. https://doi.org/10.1080/1683478x. 2013.773602
Berardi-Wiltshire, A. (2017). Parental ideologies and family language policies among Spanish-speaking migrants to New Zealand. Journal of Iberian and Latin American Research, 23(3), 271–285. https://doi.org/10.1080/13260219.2017. 1430489
Bezcioglu-Goktolga, I., & Yagmur, K. (2018). Home language policy of second-generation Turkish families in the Netherlands. Journal of Multilingual and Multicultural Development, 39(1), 44–59. https://doi.org/10.1080/01434632.2017. 1310216
Bhatia, T. K. (2013). Introduction. In T. K. Bathia & W. C. Ritchie (Eds.), The handbook of bilingualism and multilingualism (pp. 3–5). Willey-Blackweel.
Bhatiaa, T. K., & Ritchie, W. C. (2013). Bilingualism and multilingualism in South Asia. In T. K. Bathia & W. C. Ritchie (Eds.), The handbook of bilingualism and multilingualism (pp. 843–870). Willey-Blackweel.
Bialystok, E. (2013). The impact of bilingualism on language and literacy development. In T. K. Bathia & W. C. Ritchie (Ed.), The handbook of bilingualism and multilingualism (pp. 624–648). Willey-Blackweel.
Caldas, S. J. (2012). Language policy in the family. In B. Spolsky (Ed.), The cambridge handbook of language policy (pp. 351–373). Cambridge University Press.
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches. In SAGE (3rd ed.). SAGE.
Creswell, J. W. (2014). Research design qualitative, quantitative and mixed method approaches (4th ed.). SAGE.
Creswell, J. W., & Creswell, D. W. (2018). Research design qualitative, quantitative and mixed method approaches (5th ed.). SAGE.
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. https://doi.org/10.1007/s10993-009-9146-7
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. https://doi.org/10.1080/07908318.2018.1504394
Erlina, D., Marzulina, L., Astrid, A., Desvitasari, D., Sapriati, R. S., Amrina, R. D., Mukminin, A., & Habibi, A. (2019). Linguistic intelligence of undergraduate EFL learners in higher education: A case study. Universal Journal of Educational Research, 7(10), 2143–2155. https://doi.org/10.13189/ujer.2019.071012
Gogonas, N., & Kirsch, C. (2018). ‘In this country my children are learning two of the most important languages in Europe’: ideologies of language as a commodity among Greek migrant families in Luxembourg. International Journal of Bilingual Education and Bilingualism, 21(4), 426–438. https://doi.org/10.1080/13670050. 2016.1181602
Hagstorm, D. (2015). Levels of Language Proficiency: Where are you? Language Article. https://talkwithmyneighbor.com/levels-of-language-proficiency/
Hua, Z., & Wei, L. (2016). Transnational experience, aspiration and family language policy. Journal of Multilingual and Multicultural Development, 37(7), 655–666. https://doi.org/10.1080/01434632.2015.1127928
Kaplan, R. B., & Baldauf, R. B. (1997). Language planning: From practice to theory. Victoria.
King, K. A., & Mackey, A. (2007). The bilingual edge. HarperCollins.
King, Kendall A, Fogle, L., & Logan-Terry, M. (2008). Family language policy & planning. Language and Linguistics Compass, 5(2).
Kroll, J. F., & Dussias, P. E. (2013). The comprehension of words and sentences in two languages. In T. K. Bathia & W. C. Ritchie (Eds.), The handbook of bilingualism and multilingualism (pp. 216–243). Willey-Blackweel.
Moin, V., Scwartz, L., & Leikin, M. (2013). Immigrant Parents’ Lay Theories of Children’s Preschool Bilingual Development and Family Language Ideologies. International Multilingual Research Journal, 7(2), 99–118. https://doi.org/ 10.1080/19313152.2011.651397
Romaine, S. (2013). The bilingual and multilingual community. In T. K. Bathia & W. C. Ritchie (Ed.), The handbook of bilingualism and multilingualism. Willey-Blackweel.
Saldana, J. (2016). The coding manual for qualitative researchers (3rd ed.). SAGE.
Silvhiany, S. (2019). Indonesian education migrant families’ language, literacy, and identity navigations in transnational spaces (Publication No. 13900644) [Indiana University]. ProQuest Dissertations and Theses Global
Simpson, A. (2007). Language and national identity. Oxford University Press.
Soler, J., & Zabrodskaja, A. (2017). New spaces of new speaker profiles: Exploring language ideologies in transnational multilingual families. Language in Society, 46(4), 547–566. https://doi.org/10.1017/S0047404517000367
Spolsky, B. (2004). Language policy. Cambridge University Press. http://www. cambridge.org
Spolsky, B. (2009). Language management. Cambridge University Press.
Spolsky, B. (2012). What is Language Policy. In S. Bernard (Ed.), The cambridge handbook of language policy (pp. 3–15). Cambridge University Press.
Spradley, J. P. (1979). The ethnographic interview. Holt, Rinehart and Winston.
Steiner, N., & Hayes, S. L. (2009). Praise for 7 steps to raising a bilingual child. AMACOM.
Szmigiera, M. (2021). The most spoken languages worldwiden 2021. Statista. https://www.statista.com/statistics/266808/the-most-spoken-languages-worldwide/
Tracy, S. J. (2013). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact (3rd ed.). Blackwell.
Wei, L. (2013). Conceptual and methodological issues in bilingualism and multilingualism research. In T. K. Bathia & W. C. Ritchie (Eds.), The handbook of bilingualism and multilingualism (pp. 26–52). Willey-Blackweel.
Yazan, B., & Ali, I. (2018). Family language policies in a Libyan immigrant family in the U.S. Heritage Language Journal, 15(3), 369–387. https://doi.org/10.46538/ hlj.15.3.5
Published
2021-05-28
How to Cite
Sapriati, R., Mirizon, S., & Silvhiany, S. (2021). Investigating Ideological Factors in Family Language Policy. Indonesian Journal of EFL and Linguistics, 6(1), 295-316. https://doi.org/10.21462/ijefl.v6i1.395
Section
Articles
