Talking Multilingual Families into Being: Language Practices and Ideologies of a Brazilian-Norwegian Family in Norway

Autor/in	Lomeu Gomes, Rafael
Titel	Talking Multilingual Families into Being: Language Practices and Ideologies of a Brazilian-Norwegian Family in Norway
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 10, S.993-1013 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2020.1788037
Schlagwörter	Multilingualism; Family Relationship; Parent Child Relationship; Language Usage; Discourse Analysis; Norwegian; Audio Equipment; Second Language Learning; Native Language; Language Attitudes; Parent Attitudes; Correlation; Ethnography; Naming; Computational Linguistics; Foreign Countries; Portuguese; Family Characteristics; Preschool Children; Norway + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachgebrauch; Diskursanalyse; Norwegisch; Audio-CD; Zweitsprachenerwerb; Sprachverhalten; Elternverhalten; Korrelation; Ethnografie; Linguistics; Computerlinguistik; Ausland; Portugiesischunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Norwegen
Abstract	This article sets out to explore the relationships between parental language ideologies, and language use and negotiation in parent-child interaction. The primary dataset is composed of around 10 h of audio recordings of everyday interactions of family members (i.e. a Brazilian mother, a Norwegian father, and a 3-year old Norwegian born daughter) during a three-year ethnographically-oriented project undertaken in Norway. A discourse analytical approach with a focus on instances of language negotiation led to the identification of a set of seven parental discourse strategies in the corpus: addressee-bound, code-bound, code rebuttal, filling gaps, rephrase, say 'x', and 'what is--' frame. Results indicate that, contrary to what parents might expect, drawing on discourse strategies that make explicit references to language names might hinder the active use of the child's full linguistic repertoire. Conversely, discourse strategies that only implicitly serve as requests to use a given language can foster continuous multilingual language use. Finally, I suggest that strategies that make explicit references to named languages could be linked to a one-person-one-language-one-nation ideology, and I demonstrate how these strategies help us understand the ways family members navigate their complex national affiliations and talk their multilingual selves into being. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01