Perezhivanija" Discovered through Narrative Analysis: Emotive and Motivational Foci in Parent's Diverse Heritage Language and Cultural Sustaining in Australia (original) (raw)
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Perezhivanija discovered through narrative analysis: Emotive and motivational foci in parent’s diverse heritage language and cultural sustaining in Australia, 2016
Extensive linguistic research and theorising relating to maintaining the family heritage, as bilingual or multilingual family in differing language contexts, is currently available. Substantial research beneficially explores approaches to multilingual parenting, outcomes for individuals through parent and child perspectives, among linguistic and social realms of being multilingual in differing contexts. Personal experiences as emotive ways of reasoning, actions, and motive for sustaining one’s heritage in a differing context are partially considered, but the cognitive-affective dimension could be more comprehensively explored. This paper conveys research methodology of parents’ subjective sense for sustaining their heritage, as situated and unique for individuals through cultural-historical psychology elements. A cultural-historical framework provides a dynamic and multi-faceted scope of parent’s subjective sense of self, for reasoning and approaches to sustaining their heritage with family. Construction of subjective perspectives involves the temporal motion of past to present, to enlighten motive and ideals for the present and future. Narrative analysis methodologies evidencing perezhivanie represent individuals’ subjective configurations with individuals’ contemporary and transpiring development of the subjective sense of self. This study associates Vygotsky’s original perezhivanie conceptualisation and contemporary advances of subjectivity to cognise the intellectual-affective affiliation for motive substantiated through narrative analysis to show human subjective sense in motion.
The cultural and historical configuring of bilingual/bicultural parent participation.
, Cultural-Historical Psychology [P], vol 3, Moscow State University of Psychology and Education, Russia, pp. 63-73, 2013
This article focuses on one of three case study parent's conscious reflections of their own being and becom ing as a parent in a bilingual/bicultural family (of young children). The article draws from a research study that aims to understand what parents bring to bilingual/bicultural practices as migrants in an Australian context. The contention for this article is that history in motion creates an intergenerational pathway for individual development beyond their own individual histories in the forming and transforming of Self. This research study is situated in a cultural historical framework that facilitates a dynamic insight to the formation of the parent Self and the participation and contribution they bring to their current social world from their personal and intergenerational histories. The article discusses the theoretical underpinnings and methods of data generation for this study that enabled consideration of how the bilingual/bicultural parent represents their subjectively configured Self, in their own unique ways of being and becoming as a migrant parent in Australia, maintaining their heritage language and culture.
Whose heritage? What inheritance?: conceptualising family language identities
International Journal of Bilingual Education and Bilingualism
Migration, global mobility and language learning are well established as independent and interrelated fields of study. With nearly one fifth of children in British primary schools classed as speakers of English as an Additional Language (EAL), there remains much to explore in the field of heritage language research. This paper reports on a survey of 212 heritage language families and ten family interviews with families who, though not living in isolation, are not part of large, well-established, local communities. The study reported here explores the families' attitudes towards heritage language development, and their efforts to maintain, support or develop the heritage language in their families. The paper puts forward an original framework which can be used to conceptualise how different uses and perceptions of the heritage language use may be linked to identity, and concludes with recommendations on how relatively isolated heritage language families and their small community networks may be better supported to enable children more fully to benefit from the advantages of their multilingual, multicultural capital.
Multilingual Families: A Sociolinguistic Model for Retaining Language Ability and Cultural Heritage
Objective: To propose a model for the creation of selected language practice games that will allow for multilingual families to engage in common activities in order to retain the multicul-turalism factor amongst parents and their children. Methodology: Ontological considerations based on sociolinguistic models in accordance with TPACK (Technological Pedagogical Content Knowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition) Models. Findings: The preservation of this heritage among both children and adults can be achieved by allowing them to engage in various activities, allowing them to acquire multiple languages simultaneously and thus create a sense of national identity. Value Added: The presented methodological considerations are to be used as the basis for the creation of output results in an Erasmus+ financed project carried out at the University
Frontiers in Psychology
This study delves into the heritage language experiences of Australian-born Chinese immigrant children under the framework of family language policy. Storytelling as a narrative inquiry method is used to reveal the lived experiences of the protagonists in relation to heritage language and culture. The three family stories involved for case studies reveal different levels of parent agency in Chinese immigrant families regarding their children’s home language use and heritage language education. It is noted that the level of child agency corresponds with the level of their parent agency. Where parents strongly advocate and practice heritage language maintenance, stronger agency is observed in their children to continue the use and learning of their heritage language. In addition, maintaining harmony while parents are implementing family language policies and providing children with formal instruction in heritage language are conducive to heritage language development, particularly in ...
International Journal of Bilingualism
Aims and objectives: The study explores the emotional experiences of a mother and son during the re-introduction of the heritage language at age 6, following a 2-year hiatus. In particular, it seeks to highlight the affordances of a collaborative, emotionally sensitive approach to family language policy, with parent and child jointly incorporating and acknowledging aspects of the child’s identity development. Methodology: Adopting an autoethnographic approach, mother and son kept a joint research diary where critical incidents (as chosen by either one or both) were written down as verbatim as possible, and subsequently reflected on together, with reflections again entered into the diary. Data and analysis: Data were coded according to various emotions (frustration, pride, joy, love, guilt, etc.) as well as a code linked to identity development. These were then thematically analysed. Findings and conclusion: Parent–child collaboration and facilitation of child agency have a positive ...
“Glued to the family”: The role of familism in heritage language development strategies - 2014
This article, part of a larger ethnographic study, examines how a family's affective ties to the country of origin and to relatives still residing there supported their Spanish language development and maintenance efforts in Vancouver, Canada. Drawing on data from participant observation and interviews, the article analyzes the parents' diverse heritage language development (HLD) strategies and ideologies and the children's affective connections to family members in Perú. The analysis draws attention to the positive implications of these factors for the success of the HLD activities in which the family members participated. The article concludes by highlighting the symbiotic nature of language socialization strategies, familism, and affective factors for HLD in this home. Implications for pedagogy, theory, and research are presented.
Language maintenance, emotional investments, family values and imagined futures
Journal of Multilingual and Multicultural Development, 2024
This research investigates how Jewish-Israeli immigrant parents’ approach to Hebrew maintenance relates to their emotional investments and connection to their homeland. It integrates a values-based perspective with Tannenbaum’s Coping and Defence Mechanism framework, which centres the emotional aspect of family’s language maintenance decisions.The connection between language maintenance efforts and emotions is an understudied phenomenon that is increasingly relevant to the lived experience of immigrants. Whilst some authors have mentioned Tannenbaum’s framework in reference to the emotional aspect of language maintenance, it has yet to be applied on a theoretical orpractical level to determine its pertinence to particular immigrantpopulations. Furthermore, New Zealand’s Israeli immigrant populationremains an understudied minority group for whom emotionality is likelyto impact language maintenance efforts. Thematic analysis of six semi-structured interviews revealed participants’ language maintenance effortswere inconsistently aligned with their connection to their homeland,however, could be described as coping or defence mechanisms in otherways. In particular, participants showed an investment in pursuing‘imagined futures’ they wanted for their children through their languagechoices. A suggestion for the inclusion of this alongside a values-basedperspective within Tannenbaum’s framework is provided with theintention of broadening the framework’s applicability.
Heritage Language Development in Interlingual Families - 2017
Heritage language research across contexts and areas of focus has intensified in the last two decades. Despite such an increase, families of mixed linguistic background are minimally represented in the literature. This is incompatible with the current global increase and social reality of this family type. The ethnolinguistic diversification of family composition worldwide calls for more targeted research with a growing demographic that grapples with an amplified complexity of issues. Therefore, the chapter provides a succinct overview of a selection of topics of fundamental importance, such as family language policy, an emerging area traditionally discussed only tangentially in related scholarship. It then describes the deployment of various family language policies and the relative effectiveness of implementing these communication arrangements. Moreover, the chapter highlights some of the ways in which the social, linguistic and political circumstances of interlingual families may pose challenges related to policies and practices where various power relations—particularly gender—are implicated. It is shown that heritage language research with the children of parents who do not share a mother tongue has begun to establish key foundational knowledge regarding the factors that impact their linguistic lives, but also reaffirms the recent call made by scholars about the need for further research around interlingual family language policy, socialization and related issues. Finally, the chapter puts forward possible directions for future research and knowledge dissemination among key stakeholders.