State of the art: Multilingualism at home and in school
Eva J. Daussà
Title of the course:
Multilingualism at home and in school. Heritage Language Speakers and Minority Family Language Transmission
Language use within the home and among family members, especially when the constellation of family languages differs from the one of the surrounding community, is at the nexus between the individual, society, politics, and education. Since the family constitutes a fundamental space of language learning, what happens there can be critical for the child’s development in school and society. In this course we will examine several dimensions of the linguistic lives of multilingual families, such as the psychological, educational, and social effects of raising children and growing up in a minoritized environment, as well as the resources parents use in reaching their linguistic goals, from life choices, schools and private professionals, to internet forums. Through two representative case studies (Spanish in the USA, and Catalan in New York), we will take an in-depth look at this growing reality in an increasingly diverse world.
Day to day program:
Monday: Multilingual Families: migration, minoritization, and heritage speakers.
Tuesday: Effects of Family Language Transmission: psychological, educational, social.
Wednesday: Heritage Language Policies. Case study: Spanish in the USA
Thursday: Factors in Family Language Transmission. Case Study: Catalan Diasporic Community in New York
Friday: Support for Multilingual Families: School Programs, Private Language Consultants, and Internet Forums.
Course Readings (obligatory)
Yağmur, K. 2017. Multilingualism in Immigrant Communities. In Cenoz, J. Gorter, D. & May, S. Language Awareness and Multilingualism. Third Edition. Springer: Cham, Switzerland.
King, K., L. Fogle& A. Logan-Terry (2008). Family language policy. Language and Linguistics Compass 2 (5): 907-922.
Tannenbaum, M. And Berkovich, M. (2005).Family Relations and Language Maintenance: Implications for Language Educational Policies. Language Policy 4. 287-309.
De Houwer, A. (2013). Harmonious bilingual development: Young families’ well-being in language contact situations. International Journal of Bilingualism 19 (2). 169-184
Fuller, J., & J. Torres (2018). Spanish in the United States. In Seals, C. & S. Shah. Heritage Language Policies Around the World. London, New York: Routledge.
Gallo, S. & N. Hornberger (2017).Immigration policy as family language policy: Mexican immigrant children and families in search of biliteracy. International Journal of Bilingualism. 1-14.
Daussà, E. J. (forthcoming, 2018) Language Transmission among Catalan families in New York City.
O’Rourke, B., J. Pujolar, & F.Ramallo (2015). New speakers of minority languages: the challenging opportunity – Foreword. International Journal of the Sociology of Language, Volumen 2015, Issue231.
Cenoz, J. and D. Gorter, D. (2012). Language Policy in Education. Additional Languages. In Spolsky, Bernard. The Cambridge Handbook of Language Policy. Cambridge: Cambridge University Press. 301-320.
Blum-Ross, A. & S. Livingstone (2017). “Sharenting”, parent blogging, and the boundaries of the digital self. Popular Communication 15(2): 110-125.
Daussà, E.J., and U. Riebacher (forthcoming, 2018) The Language Consultant. A New Professional Service for Multilingual Families.