Family Language Policy of Second-Generation Turkish Parents in France

Autor/in	Süverdem, F. Büsra
Titel	Family Language Policy of Second-Generation Turkish Parents in France
Quelle	In: Journal of Multilingual and Multicultural Development, 43 (2022) 9, S.847-860 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-4632
DOI	10.1080/01434632.2022.2037619
Schlagwörter	Family Relationship; Language Usage; Turkish; French; Second Language Learning; Native Language; Foreign Countries; Language Attitudes; Self Concept; Parent Child Relationship; Language Maintenance; Social Integration; Educational Environment; Language of Instruction; Parent Attitudes; Educational Policy; Code Switching (Language); Immigrants; France + Suchen Sie Ihr Suchwort? Sprachgebrauch; Türkisch; Französisch; Zweitsprachenerwerb; Ausland; Sprachverhalten; Selbstkonzept; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sprachpflege; Soziale Integration; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching language; Unterrichtssprache; Elternverhalten; Politics of education; Bildungspolitik; Immigrant; Immigrantin; Immigranten; Frankreich
Abstract	This article focuses on the family language policy (FLP) of second-generation Turkish immigrant families living in France. Data were collected through semi-structured interviews with 12 families to observe their language ideologies, practices and management strategies. The thematic analysis shows that despite generational differences of parents, Turkish is maintained because of their ethnolinguistic identity whereas French is learned for integration and school success. They all speak Turkish to children until school age and most of them begin to use both languages from the moment that children learn French at school. Some parents are more flexible in their FLP and adapt it more than once according to children's needs. The practice of code-mixing was observed in all families, often constituting a gap between their ideologies and practices. Finally, their concentration of management strategies on French shows their effort to meet the expectations of the mainstream country and its educational language policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01