Literaturnachweis - Detailanzeige
Autor/in | Tonioli, Valeria |
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Titel | "Tell Me": Language Education Representations and Family Language Policies in Transnational Bangladeshi Low Socioeconomic Status Families Living in Italy |
Quelle | In: International Journal of Multilingualism, 19 (2022) 2, S.269-287 (19 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1479-0718 |
DOI | 10.1080/14790718.2022.2040512 |
Schlagwörter | Indo European Languages; Italian; Family Relationship; Language Usage; Second Language Learning; Native Language; Immigrants; Foreign Countries; Low Income Groups; Language Research; Educational Environment; Family Environment; Language Acquisition; Language Proficiency; Linguistic Input; Linguistic Theory; Italy; Bangladesh Indoeuropäisch; Italienisch; Sprachgebrauch; Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; Ausland; Sprachforschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Sprachaneignung; Spracherwerb; Language skill; Language skills; Sprachkompetenz; Sprachbildung; Linguistische Theorie; Italien; Bangladesch |
Abstract | The aim of the paper is to present the results of a research project called 'Tell Me', conducted from October 2018 to March 2020. The project focused on Bengali children living in Venice, Italy, and aimed to describe (1) children's languages in the home environment and at school; (2) the quality and quantity of input they receive in every language (both at school and at home); and (3) how the family language policy and the Italian language institution policy at schools may influence and impact their language development. The project studied seven children with migration background between the ages of four and six. All these children are suspected of having a communication disorder or a language acquisition disability, since they do not speak Italian fluently as a second language at school or Bengali as their first language at home. According to neuropsychiatrists' hypothesis, results will show that children are just not exposed sufficiently to quality L1, L2, or L3 input (at home and in different social contexts) and that in many cases these children are learning English as their main language, as it is considered as a status symbol, as well as a resource able to improve their lives. (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 | 2024/1/01 |