Attitudes, Beliefs and Responsibility for Heritage Language Maintenance in the UK

Autor/in	Weekly, Robert
Titel	Attitudes, Beliefs and Responsibility for Heritage Language Maintenance in the UK
Quelle	In: Current Issues in Language Planning, 21 (2020) 1, S.45-66 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Weekly, Robert)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2018.1554324
Schlagwörter	Foreign Countries; Language Maintenance; Heritage Education; Teacher Attitudes; Language Teachers; Teacher Responsibility; Community Responsibility; Parent Responsibility; Ideology; Beliefs; English Language Learners; Ethnic Groups; Language Minorities; Indo European Languages; Language Attitudes; United Kingdom (Leicester) + Suchen Sie Ihr Suchwort? Ausland; Sprachpflege; Lehrerverhalten; Language teacher; Sprachunterricht; Lehrverpflichtung; Ideologie; Belief; Glaube; Ethnie; Sprachminderheit; Indoeuropäisch; Sprachverhalten
Abstract	In this paper, I draw on interview data with multilingual British South-Asian English language teachers to examine their language attitudes and beliefs about the responsibility for heritage language maintenance in the UK. While all the participants feel that it is important for heritage languages to be maintained, differences emerged with respect to the level of responsibility that the mainstream education sector has in this maintenance. Irrespective of the role of local education authorities, the primary responsibility is seen as being with parents and families. This paper argues that this stems from several factors including the lack of heritage language support for families and the ideological construction of heritage languages as being primarily a community and parental responsibility. In addition, the strong links between heritage languages and culture, religion and ethnicity contribute to characterise heritage languages as being outside children's formal education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01