刊讯｜SSCI 期刊《语言政策》2023年第3-4期
Language Policy
Volume 22, Issue 3-4, 2023
Language Policy（SSCI一区，2022 IF：1.6，排名：75/194）2023年第3-4期共刊文11篇。研究论文涉及逻辑语言意识，家庭语言政策，数字通信，种族语言学等。欢迎转发扩散！（2023年已更完）
往期推荐：
目录
Issue 3
Articles
■ Family language policy and language shift in postcolonial Mozambique: a critical, multi-layered approach, by Xiao Lan Curdt-Christiansen，Åsa Palviainen, Pages 267-287.
■ Local linguistic ideologies and Iraqi Turkmens’ experience of forced migration to Turkey: a folk linguistic perspective, by Hasret Sayg,ıIşıl Erduyan, Pages 289-314.
■ Navigating competing policy demands: Dual service provision for English learners with disabilities in middle school, by Sara E. N. Kangas,Megan Cook, Pages 315-341.
■ Conceptualisation of family and language practice in family language policy research on migrants: a systematic review, by Priyanka Bose, Xuesong Gao, Sue Starfield, Shuting Sun & Junjun Muhamad Ramdani, Pages 343-365.
Issue 4
Articles
■ Ten years later: What has become of FLP?, by Ella van Hest, July De Wilde, Sarah Van Hoof, Pages 379-389.
■ Pride, prejudice and pragmatism: family language policies in the UK, by Xiao Lan Curdt-Christiansen，Li Wei，Zhu Hua, Pages 391-411.
■ Family, a racialized space: A phenomenological approach to examining Afghan refugee families’ language policies in Norway, by Seyed Hadi Mirvahedi, Pages 413-432.
■ Digital communication as part of family language policy: the interplay of multimodality and language status in a Finnish context, by Åsa Palviainen，Tiina Räisä, Pages 433-455.
■Linguistic trajectories and family language policy from the perspective of multilingual young adults in Mexico, by Dana K. Nelson, Jesahe Herrera Ruano, Rodrigo Parra Gutiérrez，Jesús H. K. Zepeda Huerta , Page457-475
■Bilingual children’s perceived family language policy and its contribution to leisure reading, by Baoqi SUN, Chin Ee LOH, Mukhlis Abu Bakar，Viniti Vaish , Pages 477-450.
■ Aspirational family language policy, by Corinne A. Seals，Natalia Beliaeva, Pages 501-511.
第1期摘要
Family language policy and language shift in postcolonial Mozambique: a critical, multi-layered approachFamily language policy and language shift in postcolonial Mozambique: a critical, multi-layered approach
Feliciano Chimbutane，Department of Linguistics and Literature, Universidade Eduardo Mondlane, Campus Principal, Av. Julius Nyerere Nr3453, POBox 257, Maputo, Mozambique
Perpétua Gonçalves，Department of Languages, Universidade Eduardo Mondlane, Maputo, Mozambique
AbstractThis study seeks to understand the role of family language policy (FLP) in the process of language shift from Bantu languages into Portuguese, the powerful and prestigious language in Mozambique. The study is based on thematic analysis of semi-structured focus group interviews with urban middle class parents of young citizens born after the independence of the country in 1975. Drawing on a critical, multi-layered approach that recognises the national, institutional and interpersonal layers of language policy work, where FLP is located, this study contributes to question Fishman’s (Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages, Multiling Matters, 1991; in: Bathia TK, Ritchie WR (eds) The handbook of bilingualism, Blackwell, 2006) view of family and intergenerational transmission as central for language maintenance, and to move beyond Spolsky’s (Language policy, Cambridge University Press, 2004; J Multiling Multicult Dev 33:3–11, 2012) tripartite model of language policy. We found that, pressured by a combination of instrumental, sociodemographic and politico-ideological forces, urban middle class parents choose to invest in the transmission of Portuguese to their children at the expense of Bantu languages, which is often in conflict with their sociocultural desires, particularly the desire to preserve their native languages and cultures, and to ensure intergenerational ties. We argue that this preference for the Portuguese language is contributing to pave the way for language shift in Mozambique. This is the first study to explore the drivers of language shift in the family context in Mozambique, contributing, among others, to understand the dilemmas and challenges faced by families in the management of bi/multilingualism in diglossic postcolonial contexts.
Local linguistic ideologies and Iraqi Turkmens’ experience of forced migration to Turkey: a folk linguistic perspective
Hasret Sayg，Department of Foreign Language Education, Faculty of Education, Istanbul 29 Mayıs University, Ümraniye, Istanbul, Türkiye
ıIşıl Erduyan，Department of Foreign Language Education, Faculty of Education, Boğaziçi University, 34342, Bebek, Istanbul, Türkiye
AbstractWith the current situation of the political turmoil in Northern Iraq, Turkey has been a natural destination country for thousands of refugees escaping the war, including the Iraqi Turkmens. Being native speakers of Turkmen-Turkish and Arabic, Iraqi Turkmen refugees go through confrontations about linguistic ideologies with the local Turkish community on a daily basis. Drawing on linguistic ethnographic data of naturally occurring interactions from social gatherings of local Turkish women with their Iraqi Turkmen neighbors, the present paper analyzes the dialogical processes through which these women construct and negotiate their identities and social relations from the lens of a range of linguistic ideologies. The findings suggest that while the Iraqi Turkmen participants’ skillful interactional moves allow them to reframe their relationship with the local women, Turkish nationalism blended with Ottoman patriotism and Sunni-Islamic conservativism, which lay the foundation of the women’s linguistic beliefs and judgments, complicates the process of their attempt for recognition.
Navigating competing policy demands: Dual service provision for English learners with disabilities in middle school
Kathleen Easlick, Faculty of Letters, University of Porto, Porto, Portugal
Sara E. N. Kangas，Department of Education and Human Services, College of Education, Lehigh University, Iacocca Hall A307, 111 Research Drive, Bethlehem, PA, 18015, USA
Megan Cook，Department of Education and Human Services, College of Education, Lehigh University, Iacocca Hall A121, 111 Research Drive, Bethlehem, PA, 18015, USA
AbstractResearch has documented that service provision for English learners (ELs) with disabilities is a complicated endeavor in K–12 schools. Recent studies have examined how English language development and special education services are often in tension with one another, as logistical and ideological barriers hinder efforts in schools to provide these dual services. Despite these findings, studies to date have solely investigated elementary contexts, leaving scarce understanding of service provision in secondary grades. This qualitative embedded case study examined dual service provision for 12 ELs with disabilities across two middle schools. Utilizing intersectionality for its theoretical framework, the analysis revealed that dual service provision policies and academic tracking structures melded in ways that resulted in interrelated social, linguistic, and academic oppression for ELs with disabilities. The findings highlight the importance of examining schools’ de facto language education policies and learning environments to ensure equitable opportunities for the academic and linguistic development of ELs with disabilities.
Conceptualisation of family and language practice in family language policy research on migrants: a systematic review
Priyanka Bose, Xuesong Gao, Sue Starfield, Shuting Sun，
Junjun Muhamad Ramdani，School of Education, University of New South Wales, High Street, Kensington, NSW, 2052, Australia
AbstractFamily language policy (FLP) is increasingly recognised as a distinct domain of language policy concerned with the family as an arena of language policy formulation and implementation. While FLP is a relatively new research area, its conceptualisation of family and language practice requires re-examination due to social changes and technological developments, including the expansion of digital communication within families and the rise of globally dispersed families a product of global migration and transnationalism. In this systematic review of migrant FLP research, we investigate how the notions of family and language practice are conceptualised in research. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we identified a total of 163 articles for analysis. Our analysis reveals that the majority of studies were conducted in nuclear families, i.e., those consisting of a father, a mother, and one or more children. Studies also tend to conceptualise the family as fixed and physically located in one place. Paradoxically, around half of the studies acknowledge the presence of geographically dispersed family relations, but this does not necessarily affect their conceptualisation of what comprises a family. Language practice was conceptualised as physical and face-to-face communication in 51% of instances, with only 11% incorporating an analysis of digital communications. Based on our review, we recommend that FLP researchers researching migrant families reconceptualise the family as geographically dispersed and language practice as digital and multimodal when necessary. Such a reconceptualisation will help researchers understand the hitherto underexamined contributions of dispersed family members and multimodal digital communications in migrant FLP.
第2期摘要
Ten years later: What has become of FLP?
Xiao Lan Curdt-Christiansen,University of Bath, Bath, UK
Åsa Palviainen,University of Jyväskylä, Jyväskylä, Finland
Abstract In this special issue, we focus on how family language policy (FLP) as a field of enquiry has evolved over the ten years since the publication of the first thematic issue on FLP in Language Policy in 2013. We explore how some of the long-standing issues, such as language shift, language status and language attitude, have been addressed through the lens of raciolinguistic and critical theories, and how new challenges, such as digital communications, have shaped family language practices. We further explore how political conflicts have influenced families of forced migration and families in diasporic contexts, to redefine their identities through aspiration and illusion. By comparing with the first thematic issue, we outline in this volume how the contributing papers differ in their theoretical perspectives, epistemological stances and varied data sources to approach different aspects of FLP. The contributors herein explore different aspects of FLP in relation to multilingualism, involving indigenous and minority languages and in the contexts of UK, Norway, Finland, Mexico, Singapore and New Zealand. Entering into a new phase of FLP at a time with heightened political crisis and war in Europe and the Middle East, we argue that more interdisciplinary synergy should be sought to advance the field of FLP.
Pride, prejudice and pragmatism: family language policies in the UK
Xiao Lan Curdt-Christiansen，University of Bath, Bath, UK
Li Wei，IOE UCL, London, UK
Zhu Hua，IOE UCL, London, UK
Abstract In this study, we examine how mobility and on-going changes in sociocultural contexts impact family language policy (FLP) in the UK. Using a questionnaire and involving 470 transnational families across the UK, our study provides a descriptive analysis of different family language practices in England and establishes how attitudes influence the different types of FLP in these families. Complementing the descriptive analysis, we use interview data to understand the driving forces behind the different types of language practices and language management activities, and explore how ideological constructs of ‘pride’, ‘prejudice’ and ‘pragmatism’ are directly related to negative or positive attitudes towards the development of children’s heritage language. The findings indicate that migration trajectories, social values, raciolinguistic policing in schools, and linguistic loyalty have shaped family decisions about what languages to keep and what languages to let go. Our paper responds to the linguistic and demographic changes in British society, and makes an important contribution to our knowledge about multilingual development of children in transnational families. Critically, this study shows that FLPs alone cannot save the minority languages; institutionally sanctioned language practices and ideologies have to make a move from limiting the use of these languages in educational contexts to legitimising them as what they are: linguistic resources and languages of pride.
Family, a racialized space: A phenomenological approach to examining Afghan refugee families’ language policies in Norway
Seyed Hadi Mirvahedi，The Center for Language and Cognition, Minorities and Multilingualism, Faculty of Arts, University of Groningen, Groningen, The Netherlands
Abstract In this paper, I put forward and apply a phenomenological understanding of body and embodied experience to examine refugee families’ identity (trans)formation and language ideologies and practices. In particular, Kitarō Nishida’s (1870–1945) notion of historical body was adopted to investigate how Afghan refugee families’ lived experiences of forced mobility and life in different countries before their settlement in Norway influence their own as well as their children’s raciolinguistic and cultural/national identities, which in turn, affect their language ideologies and practices. Based on a thematic analysis of the interviews conducted with parents in three families, it was found that, having left Afghanistan at a young age with no hope to return to as well as their forced stays in different countries, Afghan parents have not developed a strong Afghan national identity. This embodied experience was entangled with painful emotions as well that resulted in the parents’ desire for their children to develop strong attachment to Norway and a Norwegian identity. Yet, parents’ wish does not seem to readily realize because the racial differences become an important marker of identity for the children as they grow up and enter the society, leading them to seek their roots. The study contributes to our better understanding of the complexities and nuances of transnational populations’ language ideologies and practices as well as identification and integration processes into the host society.
Digital communication as part of family language policy: the interplay of multimodality and language status in a Finnish context
Åsa Palviainen，Department of Language and Communication Studies, University of Jyväskylä, P.B. 35, 40014, Jyväskylä, Finland
Tiina Räisä，Arcada University of Applied Sciences, Helsinki, Finland
Abstract While mobile app-mediated communication between children and members of their family represents a substantial part of contemporary family communication and language input, we still know very little about the role of these technologies in family language policy (FLP). With an explorative questionnaire survey, the current study set out to examine (1) how Finnish state and language-in-education policies intersect with how families make use of their languages in spoken and in app-mediated communication, and (2) to what extent app-mediated FL practices function as a space for spoken and literacy language development. 1002 nine to twelve year-olds in minority-language Swedish-medium schools in Finland responded to the survey. The results showed the dominance of the two national, high-status languages Swedish and Finnish in the families, with texting being the most common app practice. Languages other than Swedish and Finnish (LOTSF) were used in 17% of the families and to a great extent also in the family apps. While app-mediated family communications overall were shown to serve as significant spaces for language and literacy development, in some cases of LOTSF with a lower status and less educational support, and with linguistic and writing systems deviating from Swedish and Finnish, children refrained from texting in the apps. The findings suggest that the relationship between choice of modalities in language(s) of different status and educational support is complex and needs further attention in future FLP studies.
Linguistic trajectories and family language policy from the perspective of multilingual young adults in Mexico
Dana K. Nelson, Universidad Autónoma de Nayarit, Tepic, Nayarit, Mexico
Jesahe Herrera Ruano, Universidad Autónoma de Nayarit, Tepic, Nayarit, Mexico
Rodrigo Parra Gutiérrez，Universidad Autónoma de Nayarit, Tepic, Nayarit, Mexico
Jesús H. K. Zepeda Huerta，Universidad Autónoma de Nayarit, Tepic, Nayarit, Mexico
Abstract Research into Family Language Policy (FLP) focuses on language planning by and among family members within home spaces. In this study we gather data from multilingual young adults with different backgrounds across Mexico through an online questionnaire. We use a trajectory approach to look at how FLP changes over time and space from the perspective of young adults. Our data provides a diversity of young adult perspectives on the construction of linguistic trajectories, their relationship with the interventions, practices, and ideologies in the negotiation and emergence of FLPs, as well as how young adults are, or are not, using multilingual resources in digitally mediated family communication. Our findings show the dynamism of FLP over time and space, the diversity inherent in multilingual FLPs in Mexico, and how questions of mobility, generational differences, orality vs. literacy, digital access, globalization, and neoliberalism impact linguistic trajectories and FLP in Mexican multilingual young adults.
Bilingual children’s perceived family language policy and its contribution to leisure reading
Baoqi SUN, Centre for Research in Child Development, National Institute of Education Nanyang Technological University, Singapore, Singapore
Chin Ee LOH, The English Language and Literature Academic Group, National Institute of Education, Nanyang Technological University, Singapore, Singapore
Mukhlis Abu Bakar，Asian Languages and Cultures Academic Group, National Institute of Education, Nanyang Technological University, Singapore, Singapore
Viniti Vaish ，The English Language and Literature Academic Group, National Institute of Education, Nanyang Technological University, Singapore, Singapore
Abstract This study investigated and compared family language policies (FLPs) from the perspectives of two groups of Singaporean bilingual children: 2,971 English-Chinese and 780 English-Malay children (aged 9–11 years). It also examined how different FLP components – namely, language beliefs, practices, and management – influenced their leisure reading enjoyment and reading amount. We found that although both groups of children attached equal importance to their two languages, their language practices tilted towards their stronger language, English. Both groups of children also reported different patterns of language management efforts at home. Regression analyses revealed differential effects of language beliefs, practices, and management on reading enjoyment and amount in the children’s two languages. For both groups and all languages, language beliefs explained the least amount of variance in reading enjoyment and amount compared to language practices and management. For English, language management accounted for more variance than language practices, whereas for the children’s weaker language (i.e., their ethnic language), both language management and language practices were significant predictors. Results emphasize the critical role of FLP in maintaining children’s ethnic languages. Therefore, it is imperative for parents, educators, and policymakers to identify and implement strategies to bolster language management and practices within the home and school environments.
Aspirational family language policy
Corinne A. Seals，School of Linguistics and Applied Language Studies, Victoria University of Wellington, Wellington, New Zealand
Natalia Beliaeva，KiwiClass, Wellington, New Zealand
Abstract The current article applies interactional sociolinguistic discourse analysis to interviews with three parents of Ukrainian families living in New Zealand to further complexify what we know about Family Language Policy (FLP) and language transmission. More specifically, this article theorizes what we call “Aspirational FLP”—when the desired imagined language identities of family members will require families to adopt an FLP that goes above and beyond what might otherwise be considered practical. In the case of our participants, this involves Ukrainians living in the diaspora who discuss the homeland’s “changing your mother tongue” discourse (from Russian to Ukrainian) and what this means when it involves replacing one heritage language with another when both are minority languages in the hostland. Additionally, we consider the importance of both homeland and hostland sociopolitical contexts, as the interviews reflect dominant discourses from both. Finally, our interview data occurs twice with the same participants (2014 and again in 2021), therein allowing us to investigate the participants’ Aspirational FLPs diachronically, bringing further insight to the dynamism of FLP. Our findings show that participants’ Aspirational FLPs are connected to both homeland and hostland sociopolitical contexts, and as such are dynamic and shifting. Aspirational FLPs also shift differently as individual family members’ investments and imagined future identities also shift. Furthermore, the longitudinal nature of the data sheds light on how and why Aspirational FLPs become reality for some families while they remain aspirational for others. We conclude that both local contexts and wider world contexts are important to consider when investigating FLP, and diachronic research is highly valuable for uncovering factors that contribute to the complexity of FLP, both Aspirational and realized.
期刊简介
Language Policy is highly relevant to scholars, students, specialists and policy-makers working in the fields of applied linguistics, language policy, sociolinguistics, and language teaching and learning. The journal aims to contribute to the field by publishing high-quality studies that build a sound theoretical understanding of the field of language policy and cover a range of cases, situations and regions worldwide.
《语言政策》与在应用语言学、语言政策、社会语言学和语言教学领域工作的学者、学生、专家和决策者高度相关。该期刊旨在通过发表高质量的研究为该领域做出贡献，这些研究建立了对语言政策领域的良好理论理解，并涵盖了全球范围内的案例、情况和地区。
A distinguishing feature of this journal is its focus on various dimensions of language educational policy. Language education policy includes decisions about which languages are to be used as a medium of instruction and/or taught in schools, as well as analysis of these policies within their social, ethnic, religious, political, cultural and economic contexts.
该期刊的一个显着特点是它关注语言教育政策的各个方面。语言教育政策包括关于将哪些语言用作教学语言和/或在学校教授的语言，以及在其社会、种族、宗教、政治、文化和经济背景下对这些政策的分析。
官网地址：
https://www.springer.com/journal/10993/
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