Download Successful Family Language Policy: Parents, Children and by Mila Schwartz, Anna Verschik PDF
By Mila Schwartz, Anna Verschik
This e-book provides the vanguard of analysis within the rising box of kin language coverage. this can be the 1st quantity to discover the hyperlink among kin language coverage, perform and administration within the mild of nation and neighborhood language coverage in additional than 20 ethno-linguistic groups around the world. Contributions by way of prime students from 8 international locations and 3 continents supply insights in how kinfolk language coverage can be interpreted from quite a few theoretical views, utilizing cutting edge methodologies. particularly, the authors current novel information on profitable family members language practices reminiscent of faith-related literacy actions and homework periods, in addition to administration, together with prayer, collection of bilingual schooling, and hyperlinks with mainstream and complementary studying, which enable the conclusion of language ideology inside 3 contexts: immigrant households, inter-marriage households, and minority and majority households in conflict-ridden societies.
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Additional resources for Successful Family Language Policy: Parents, Children and Educators in Interaction
Example text
The Jewish parents, on the other hand, were not satisfied with the schools’ overemphasis on bilingualism as its main objective. However, they were satisfied with the welcoming atmosphere and the absence of social tensions. The schools also had great impact on the parents’ ideology; they realized the importance of respecting the Arabs’ historical narrative, which differs from theirs. 4 Aims of the Study The first aim of this study was to examine the socio-cultural and linguistic profile of the parents who chose bilingual Arabic-Hebrew kindergartens in Israel.
Their competence in Hebrew was twice as high as the Jewish parents’ self-reported mastery in Arabic. This pattern of data can be attributed to the differences in the status of Hebrew and Arabic in Israel, and the low level of representation of Arabic as the minority language in Jewish cities (Amara 2002). An additional reason for this difference is that Hebrew is mandatory in Arab schools whereas Arabic is not obligatory in all Jewish schools (Abu Rabia 2005). Moreover, the main languages used in higher education in Israel are English 36 M.
The participants gave their consent for the interviews to be tape recorded, allowing the interviewer to focus on the conversation without the need for note taking. First, the participants were asked about background questions and questions related to the history of child’s language development and acquisition, and questions related to family language practice and management. The participants were then asked to respond to the following questions, which were within the scope of this study: I want to go back to the time when you decided to send your child to the bilingual kindergarten: What led you to this decision?