'Home Away from Home': Understanding Chinese Parents' Ideological Beliefs and Involvement in International School Students' Language Learning

Autor/inn/en	Wan, Zhongyan; Gao, Xuesong
Titel	'Home Away from Home': Understanding Chinese Parents' Ideological Beliefs and Involvement in International School Students' Language Learning
Quelle	In: Current Issues in Language Planning, 22 (2021) 5, S.495-515 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gao, Xuesong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1747-7506
DOI	10.1080/14664208.2021.1882767
Schlagwörter	Ideology; Beliefs; Parent Participation; Parents; Asians; Middle Class; International Schools; Boarding Schools; Grade 7; English (Second Language); Chinese; Spanish; Second Language Learning; Multilingualism; Parent Aspiration; Language Role; Cultural Context; Context Effect; Foreign Countries; China; United Kingdom + Suchen Sie Ihr Suchwort? Ideologie; Belief; Glaube; Elternmitwirkung; Eltern; Asian; Asiat; Asiatin; Asiaten; Asiate; Mittelschicht; International school; Internationale Schule; Boarding school; Internat; School year 07; 7. Schuljahr; Schuljahr 07; English as second language; English; Second Language; Englisch als Zweitsprache; China; Chinesen; Spanisch; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Elternwille; Ausland; Großbritannien
Abstract	This longitudinal study draws on family language policy (FLP) research to examine a group of Chinese parents' ideological beliefs, practices, and management efforts related to their children's learning of multiple languages, including Chinese, English, and Spanish in an international boarding school in China. Based on data analysis, including interviews, parents' recorded learning journals, and follow-up observations and discussions, the study revealed that the participants value multilingual competence as a critical resource for access to international education, to maintain alternative identities, and to enable their children to pursue aspirational futures globally. These ideological beliefs underpin their varying practices and management efforts associated with different languages. The data suggest that these parents' FLP is largely influenced by the school curriculum and different layers of contradictions associated with their social, educational, and linguistic realities. The study not only generates insights about the intersections of family and broader contexts (e.g. the international school) in terms of FLP research, it also adds a cultural aspect to understanding FLP processes in the Chinese context. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01