Family Language Policy between the Bilingual Advantage and the Monolingual Mindset

Autor/inn/en	Piller, Ingrid; Gerber, Livia
Titel	Family Language Policy between the Bilingual Advantage and the Monolingual Mindset
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 5, S.622-635 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gerber, Livia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1503227
Schlagwörter	Family Relationship; Language Usage; Bilingualism; Parent Child Relationship; Computer Mediated Communication; Second Language Learning; Parenting Styles; Parent Attitudes; English (Second Language); Language Proficiency; Academic Achievement; Foreign Countries; Advocacy; Monolingualism; Native Language; Family Environment; Computational Linguistics; Australia + Suchen Sie Ihr Suchwort? Sprachgebrauch; Bilingualismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Computerkonferenz; Zweitsprachenerwerb; Elternverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Schulleistung; Ausland; Sozialanwaltschaft; Familienmilieu; Linguistics; Computerlinguistik; Australien
Abstract	In contemporary Western societies, parenting has become the subject of a substantial body of advice and self-help literature. Within this literature, questions of bilingual parenting have begun to add yet another dimension to parental anxieties. Against this background, we examine how parents in a general Australian online parenting forum discuss the desires they have for their children's bilingualism and the challenges they experience to their bilingual parenting. We first demonstrate that individual bilingualism in the abstract is discussed in highly favourable terms and is widely conceptualised as a 'gift' from parents to children. However, posters' belief in the bilingual advantage does not easily translate into effective bilingual parenting practices. First, many posters are concerned that bilingualism in the early years might be jeopardising their child's English language proficiency and hence school success. Second, a very narrow definition of 'true' bilingualism is connected with a relatively dogmatic belief in the 'one parent, one language' parenting strategy. As a result, consecutive bilinguals, particularly migrant fathers, come to be perceived as both problematic bilinguals and problematic parents. We close with implications for family language policy and advocacy in the face of entrenched institutional English monolingualism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01