The Role of the Family in Heritage Language Use and Learning: Impact on Heritage Language Policies

Autor/in	Melo-Pfeifer, Sílvia
Titel	The Role of the Family in Heritage Language Use and Learning: Impact on Heritage Language Policies
Quelle	In: International Journal of Bilingual Education and Bilingualism, 18 (2015) 1, S.26-44 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2013.868400
Schlagwörter	Family Role; Heritage Education; Language Usage; Native Language; Second Language Learning; Language Maintenance; Affective Behavior; Portuguese; Foreign Countries; Computer Mediated Communication; Native Language Instruction; Second Language Instruction; Socialization; Self Concept; Freehand Drawing; Children; Germany (Berlin) + Suchen Sie Ihr Suchwort? Sprachgebrauch; Zweitsprachenerwerb; Sprachpflege; Affective disturbance; Active behaviour; Affektive Störung; Portugiesischunterricht; Ausland; Computerkonferenz; Native language education; Muttersprachlicher Unterricht; Fremdsprachenunterricht; Socialisation; Sozialisation; Selbstkonzept; Drawing; Zeichnen; Child; Kind; Kinder
Abstract	We analyze the way children and youngsters perceive the role of family in the use and acquisition of the heritage language (HL), through two complementary means: drawings produced by children and students participating in a discussion forum. Our study reveals: (1) the convergence of perceptions that children and adolescents have about family involvement and its roles in the maintenance of the HL, in terms of affective, cognitive, and interactional support; and (2) the affective, cognitive, and interactional scaffolding family provides for HL development. The analysis guides the proposition of several means of fostering the family's engagement in HL education, going beyond traditional roles and encouraging participative and deliberative actions within the curriculum, the programs, and the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10