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Relevant bibliographies by topics / Multilingual families

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Academic literature on the topic 'Multilingual families'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 January 2023

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Journal articles on the topic "Multilingual families"

1

Chappel, Jacquelyn. "Engaging Multicultural and Multilingual Families." Multicultural Perspectives 23, no. 2 (2021): 127–28. http://dx.doi.org/10.1080/15210960.2021.1914624.

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Lanza, Elizabeth, and Xiao Lan Curdt-Christiansen. "Multilingual families: aspirations and challenges." International Journal of Multilingualism 15, no. 3 (2018): 231–32. http://dx.doi.org/10.1080/14790718.2018.1477091.

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Lanza, Elizabeth, and Li Wei. "Multilingual encounters in transcultural families." Journal of Multilingual and Multicultural Development 37, no. 7 (2016): 653–54. http://dx.doi.org/10.1080/01434632.2016.1151198.

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King, Kendall, and Elizabeth Lanza. "Ideology, agency, and imagination in multilingual families: An introduction." International Journal of Bilingualism 23, no. 3 (2017): 717–23. http://dx.doi.org/10.1177/1367006916684907.

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Ideology, identity and agency are central concerns in the current study of multilingualism and transnational families as greater analytical attention is given to how multilingual families imagine and collectively construct themselves. This introduction reviews recent shifts in the study of multilingual families and discusses the four articles that comprise this thematic issue. Together, these four papers present new empirical data concerning a wide array of family language practices and policies, differing in noteworthy ways, and in particular in terms of contexts and languages studied. As dem

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Pujiawati, Nia, and Yasir Riady. "Parental discourse strategies in Indonesian multilingual families." LADU: Journal of Languages and Education 2, no. 3 (2022): 97–103. http://dx.doi.org/10.56724/ladu.v2i3.117.

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Background: In Indonesia, the amount of family speaking more than one language recently increase in intensity. They not only speak their official language and mother tongue for daily communication, but do they also be fluent in another foreign language for example English. Purpose: The present study closely examines spontaneous interactions between parents and children and explore the family members’ efforts to shape children’s foreign language use and learning outcomes. The focus is on the parental discourse strategies which presents a sequential analysis of the child’s language mixing

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Van Mensel, Luk. "‘Quierekoffie?’ The multilingual familylect of transcultural families." International Journal of Multilingualism 15, no. 3 (2018): 233–48. http://dx.doi.org/10.1080/14790718.2018.1477096.

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King, Kendall A. "Language policy, multilingual encounters, and transnational families." Journal of Multilingual and Multicultural Development 37, no. 7 (2016): 726–33. http://dx.doi.org/10.1080/01434632.2015.1127927.

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Palviainen, Åsa, and Joanna Kędra. "What’s in the family app?" Journal of Multilingual Theories and Practices 1, no. 1 (2020): 89–111. http://dx.doi.org/10.1558/jmtp.15363.

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Communication within contemporary families is increasingly and to a significantextent mediated through technological devices and digital applications.Although the everyday reality of many multilingual families is permeated by technology, research on their digital and language practices has been scant. This article argues for the need for eclectic approaches that draw upon theories, practices, and findings from research on transnational families and migration, digitally mediated family communication, parental mediation, multilingualism online, and family multilingualism and language transmissio

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Tang, Fei, and Raees Calafato. "Transnational Multilingual Families in China: Multilingualism as Commodity, Conflict, and In-Betweenness." SAGE Open 12, no. 1 (2022): 215824402210821. http://dx.doi.org/10.1177/21582440221082129.

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Studies on transnational multilingual families and their language planning have mostly investigated their language ideologies and practices in relation to heritage language maintenance without exploring how such families view their multilingualism and how it might affect their language planning. Most studies have also exclusively focused on the experiences of transnational multilingual families residing in Europe and North America, with those living in other regions receiving comparatively little attention. This article reports on a qualitative study involving four transnational multilingual f

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Fielding, Ruth. "Bilingual Families: A Practical Language Planning Guide." TESOL in Context 30, no. 1 (2021): 107–9. http://dx.doi.org/10.21153/tesol2021vol30no1art1583.

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Dissertations / Theses on the topic "Multilingual families"

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Freelove, Patricia Pina. "Parent involvement for Hispanic families." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/824.

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Nave, Valerie. "How do multilingual families and different schooling contexts shape young children's beliefs and attitudes towards multilingualism?" Thesis, University of Leeds, 2015. http://etheses.whiterose.ac.uk/17375/.

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Multicultural and multilingual education has expanded in scale and scope over the last thirty years, especially in the West. Despite the fact that inclusion is a keyword often heard in this part of the world, multilingual learners still face some issues that impede their home language maintenance. My thesis reports on an eight-month-ethnographic critical exploration of the beliefs, attitudes and practices of three multilingual families interacting mainly with members of their mainstream and complementary schools in the UK. I conducted the research aiming at understanding my participants’ home

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Meddegama, Indu Vibha. "The enactment of status and power in the linguistic practices of three multilingual, Malayali families in the UK." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5550/.

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Focussing on three families living within a previously unexplored immigrant multilingual Malayali community in England, the present study investigates the manner in which the participants employ their linguistic practices in order to contest and/or retain traditional status and power relations. The use of semi-structured interviews, recorded intra-family conversations and observational fieldnotes provide data from both emic and etic perspectives. The findings suggest intergenerational language transmission to contribute to the maintenance of Malayali cultural values. Embedded within these cult

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Sari, Artanti Puspita. "Online Socialization into Languages and Religion: Tracing the Experiences of Transnational Families." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1514946376856087.

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Berkeley-Cummins, Ligoria. "Reading Perceptions of Hispanic English Language Learner Families in New York City." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6171.

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Historically, Hispanic English language learners (ELLs) in the United States have had low reading achievement and low high school graduation and college entry rates, which has limited their employment opportunities. Although research indicates parental involvement is important to reading success, little is known about Hispanic ELL parents' perspectives on their children's reading development. The purpose of this basic qualitative study was to understand how parental involvement in 3rd grade Hispanic ELLs' reading development, as perceived by their families, may contribute to these students' re

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Oehlschlaeger, Jan Marie. "Intercultural training and international exchange : an exploratory study of the association of intercultural training with hosting goals of American families." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3897.

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This study investigated the host family experience, specifically examining the goals of host families and intercultural training of host families. It compares the the importance and accomplishment of goals between interculturally trained host families and untrained host families.The focus of the research addressed the following research questions: 1) Do host families who receive intercultural training rate their goals differently than families who do not receive intercultural training? 1a) Do host families who receive intercultural training rate differently the goals in which the student meets

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Frank, Michael J. "Resisting Essentialism in Cultural Research: A Participatory Action Research Study of Parent Involvement in Education among Spanish-Speaking Students and Families." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7290.

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The present study aimed to investigate a locally-driven action research project to improve connections between Spanish-speaking Latinx parents and the high school that their children attend. Using Participatory Action Research (PAR), the study sought to create a collaborative research agenda that would empower the participants to study their own culture and practices at the school, and how the two combined to create a home-school partnership. Six parents and two members of the school’s bilingual staff comprised the PAR team, with a total of nine members including the principal investigator. Th

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Martelo, Maira Luz. "Early Literacy Practices and Beliefs About Education Among Hispanic Families in Jacksonville, Florida." UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/455.

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Hispanic children in the United States are more likely to fall behind in several literacy measures even before they enroll in prekindergarten programs. There are some structural and non-structural factors that have a direct impact on Hispanic children’s early literacy skills. Among the non-structural factors this mixed-method study explored Hispanic caregivers’ beliefs about education as well as their literacy practices at home. The study compared two groups: diverse Hispanic caregivers with 4-year-old children enrolled in the Voluntary Prekindergarten Program (VPK) and diverse Hispanic caregi

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Danjo, Chisato. "A critical ethnographic inquiry into the negotiation of language practices among Japanese multilingual families in the UK : discourse, language use and perceptions in the Hoshuko and the family home." Thesis, Northumbria University, 2015. http://nrl.northumbria.ac.uk/27269/.

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This thesis is a sociolinguistic examination of the ways in which multilingual children and parents negotiate their language use. Through a critical ethnographic inquiry, it focuses in particular on Japanese-English multilingual parents and their pre- and early-school age children living in the UK, across two fields: a Japanese government approved complementary school (Hoshuko), and the family home where parents employ multilingual family language policies (FLP). My main interest is in exploring the ways in which discourses emerging from the policies (governmental and institutional policies re

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McNeil-Girmai, Elaine Azalia. "“This is our life. We can’t drive home.” An Analysis of Culturally Relevant Pedagogy as Perceived by Elementary Teachers, Students and Families in an Urban Charter School." Digital Commons at Loyola Marymount University and Loyola Law School, 2010. https://digitalcommons.lmu.edu/etd/245.

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As schools have become more diverse ethnically and linguistically, the likelihood of cultural mismatches among students, families, and teachers has increased (Frank, 1999). Culturally relevant pedagogy has at its core the understanding that incorporating students‘ culture into the practices of the school and the classroom through culturally relevant curriculum is likely to improve student cooperation, inspire a greater understanding of the educational program, and increase academic outcomes (Brown, 2004). These pedagogies have the potential to be a vital tool toward closing the achievement gap

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Books on the topic "Multilingual families"

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Growing up with languages: Reflections on multilingual childhoods. Multilingual Matters, 2012.

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Hawaii. Executive Office on Aging and United States. Administration on Aging, eds. Helping families understand Alzheimer's disease: A multicultural, multilingual outreach program for Asian and Pacific Islander Americans : final report. Executive Office on Aging, Office of the Governor, State of Hawaii, 1993.

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I am my language: Discourses of women & children in the borderlands. University of Arizona Press, 2001.

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Wright, Lyn. Critical Perspectives on Language and Kinship in Multilingual Families. Bloomsbury Academic, 2022.

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Wright, Lyn. Critical Perspectives on Language and Kinship in Multilingual Families. Bloomsbury Publishing Plc, 2020.

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Kao, Shin-Mei. Narrative Development of School Children: Studies from Multilingual Families in Taiwan. Springer London, Limited, 2014.

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Kao, Shin-Mei. Narrative Development of School Children: Studies from Multilingual Families in Taiwan. Springer, 2014.

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Multilingual Families in a Digital Age: Mediational Repertoires and Transnational Practices. Routledge, 2023.

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Pennington, Julie, and Rachel Salas. Tutoring Primer: Reading with K-6 Readers, Multilingual Students, and Families. Cognella, Inc., 2022.

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Thomas, Claire. Growing up with Languages: Reflections on Multilingual Childhoods. Multilingual Matters, 2012.

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Book chapters on the topic "Multilingual families"

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Sneddon, Raymonde. "6. Language and literacy practices in Gujarati Muslim families." In Multilingual Literacies. John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/swll.10.14sne.

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Rubino, Antonia. "Approaches to Multilingual Talk." In Trilingual Talk in Sicilian-Australian Migrant Families. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137383686_4.

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Ran, An. "4. Learning to read and write at home: the experience of Chinese families in Britain." In Multilingual Literacies. John Benjamins Publishing Company, 2001. http://dx.doi.org/10.1075/swll.10.12ran.

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Compton-Lilly, Catherine, Stephanie Shedrow, Dana Hagerman, et al. "Becoming and Being Multilingual across Time." In Children in Immigrant Families Becoming Literate. Routledge, 2022. http://dx.doi.org/10.4324/9781003242154-6.

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Duran, Chatwara Suwannamai. "Karenni Youth, Multilingual Practices, and Transnational Literacy." In Language and Literacy in Refugee Families. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-58756-5_5.

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Wilson, Sonia. "Conducting In-depth Case Studies Among Multilingual Families." In Family Language Policy. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52437-1_2.

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Lanza, Elizabeth, and Kristin Vold Lexander. "11. Family Language Practices in Multilingual Transcultural Families." In Multidisciplinary Perspectives on Multilingualism, edited by Simona Montanari and Suzanne Quay. De Gruyter, 2019. http://dx.doi.org/10.1515/9781501507984-011.

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Kao, Shin-Mei. "Introduction: Multilingual Families and Their Children in Taiwan." In Narrative Development of School Children. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-191-6_1.

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Stokes, Jane, and Nita Madhani. "7. Perspectives on Working with Preschool Children from Panjabi-, Gujarati- and Bengali-Speaking Families." In Multilingual Perspectives on Child Language Disorders, edited by Janet L. Patterson and Barbara L. Rodríguez. Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783094738-009.

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Andorno, Cecilia, and Silvia Sordella. "Chapter 4. Promoting communication practices about school activities in multilingual families." In Dialogue Studies. John Benjamins Publishing Company, 2021. http://dx.doi.org/10.1075/ds.32.04and.

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Conference papers on the topic "Multilingual families"

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Karsli Calamak, Elif. "Uncovering Refugee Families' Educational Efforts Through Multilingual Family Math Workshops." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1442675.

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Phillips, Aprille. "Linguistically Responsive Leaders: Responding to Multilingual Students and Their Families." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1681924.

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Vu, Ngoc Thang, and Tanja Schultz. "Multilingual multilayer perceptron for rapid language adaptation between and across language families." In Interspeech 2013. ISCA, 2013. http://dx.doi.org/10.21437/interspeech.2013-146.

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Grant, Kristine. "Four Bridges: A Typology of Cultural Brokering With Multilingual Families and Schools." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1891367.

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Grant, Kristine. "Bridging Multilingual Families and Schools: Cultural Brokering as Social Justice Leadership Practice." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1688877.

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Napp-Avelli, Carolina. ""Juntos" to Support Multilingual Students' Mathematics Learning: Bringing Families' Funds of Knowledge Into the Classroom." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1885871.

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Vong, Meng. "Southeast Asia: Linguistic Perspectives." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.10-2.

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Southeast Asia (SEA) is not only rich in multicultural areas but also rich in multilingual nations with the population of more than 624 million and more than 1,253 languages (Ethnologue 2015). With the cultural uniqueness of each country, this region also accords each national languages with language planning and political management. This strategy brings a challenges to SEA and can lead to conflicts among other ethnic groups, largely owing to leadership. The ethnic conflicts of SEA bring controversy between governments and minorities, such as the ethnic conflict in Aceh, Indonesia, the Muslim

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Green, Clare. "Children’s names and family language policy for multilingual parents in the UK." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/9.

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This paper explores the relationship between the names that multilingual parents choose for their children, and the family’s language policy (consisting of their language practices, beliefs and management). Using case studies from interviews with parents in the UK who speak a first language other than English, it discusses the factors behind the name choice, various ways parents make their children’s names “work” in multiple languages, and why some parents give their children monolingual names. Children’s names often reflect their parents’ linguistic beliefs and intentions, but they do not pre

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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.

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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, b

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Yin, Dexia. "Qualitative Study on the Process of Language Learning in Multilingual Families:A Survey on Parental Awareness." In 2nd International Conference on Research in Teaching and Education. Acavent, 2020. http://dx.doi.org/10.33422/2nd.rteconf.2020.03.43.

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Reports on the topic "Multilingual families"

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Sussman, Joshua, Hanna Melnick, Emily Newton, et al. How Do California Preschool Quality Ratings Relate to Children's Development? Learning Policy Institute, 2022. http://dx.doi.org/10.54300/422.974.

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High-quality early learning has the potential to narrow disparities in children’s learning and development prior to kindergarten entry, particularly for children from families with low incomes and children who are multilingual learners. This study investigates the relationship between preschool quality and children’s learning and development from fall to spring of 1 school year through the analysis of child- and program-level data from approximately 70,000 children in California preschool programs. It suggests that attending a higher-quality-rated program is associated with greater learning an

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