'Spanish at Home, English at School': How Perceptions of Bilingualism Shape Family Language Policies among Spanish-Speaking Parents of Preschoolers

Autor/in	Surrain, Sarah
Titel	'Spanish at Home, English at School': How Perceptions of Bilingualism Shape Family Language Policies among Spanish-Speaking Parents of Preschoolers
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 8, S.1163-1177 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Surrain, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1546666
Schlagwörter	Spanish Speaking; Parent Child Relationship; Preschool Children; Bilingualism; Family Relationship; Language Minorities; English (Second Language); Second Language Learning; Mother Attitudes; Language Maintenance; Language Usage; Family Environment; Educational Environment; Bilingual Education Programs; Political Attitudes; Preschool Education; Native Language + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bilingualismus; Sprachminderheit; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mutterliebe; Sprachpflege; Sprachgebrauch; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Political attitude; Politische Einstellung
Abstract	In the United States nearly one third of children under five live in homes where a non-English language is spoken. However, many of these language-minority (LM) children shift towards English monolingualism after beginning school in early childhood. While language input and usage are central to acquisition and maintenance in each language, less is known about parents' perceptions of bilingualism and how perceptions inform parents' actions to support their child's bilingual development in early childhood. By applying a family language policy framework to data from 14 in-depth qualitative interviews, this study explores the beliefs and practices of Spanish-speaking mothers of preschoolers in a small northeastern US city. Thematic analyses revealed that mothers viewed Spanish maintenance alongside English acquisition as essential for economic opportunity and family communication, yet differed in their perceptions of how bilingualism was best supported. Some implemented a Spanish-only-at-home policy, delegating their child's English development to the school setting. Others avoided setting rigid boundaries, instead employing various discourse strategies to motivate their child's active Spanish use at home and seeking out school-based supports. Social pressures on the child, incomplete knowledge of local bilingual programs, and the current political climate countered mothers' efforts to support their child's emergent bilingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01