International Journal of Bilingualism, Jan 11, 2023
Aims and objectives: The purpose of this exploratory case study is to contribute to the set of st... more Aims and objectives: The purpose of this exploratory case study is to contribute to the set of studies that center children’s perspectives on their bilingual development, with a specific focus on their emotional connection within their linguistic family landscape. Methodology: This was a case study of a Korean transnational family in the United States and included both parents and their daughter. Data and analysis: Due to COVID-19 restrictions, semi-structured in-depth interviews and a language-mapping activity were conducted via ZOOM, recorded, and transcribed. DeDoose, a qualitative collaborative research tool, was used to conduct a thematic analysis. Findings and conclusion: Findings suggest that parents positioning bilingualism as a resource for communication and expression impacts a bilingual child’s positive linguistic and socioemotional well-being. A strong sense of belonging was shaped through strong relationships with parents and family, engagement in diverse and inclusive spaces that valued multilingualism and multiculturalism, and by being given agency in one’s own language choices. Originality: This study focuses on a Korean immigrant family and centers on the child’s experiences. It provides a counter-narrative to the negative emotions parents and their children often express in extant family language policy (FLP) research. The study calls for FLP research to include a “multilingualism as a resource” orientation. Significance/implications: This case study provides the lens of multilingualism as a resource through FLP that has a different impact on the emotional dimensions of heritage language learning and maintenance.
Students who speak a language other than English at home and whose proficiency in English is limi... more Students who speak a language other than English at home and whose proficiency in English is limited are the fastest growing group of K-12 students in the United States. Whereas the total U.S. school population grew by 6% between 1979 and 1999, the English-language learner (ELL) population increased by 138% (National Center for Education Statistics, 2003). Most ELLs spend the entire instructional day in mainstream classrooms in which the majority of students speak English as their native language and where instruction occurs in English. Teachers in mainstream classrooms must therefore be prepared to teach students who come from different linguistic, cultural, and educational backgrounds.
International Journal of Bilingualism, Jan 11, 2023
Aims and objectives: The purpose of this exploratory case study is to contribute to the set of st... more Aims and objectives: The purpose of this exploratory case study is to contribute to the set of studies that center children’s perspectives on their bilingual development, with a specific focus on their emotional connection within their linguistic family landscape. Methodology: This was a case study of a Korean transnational family in the United States and included both parents and their daughter. Data and analysis: Due to COVID-19 restrictions, semi-structured in-depth interviews and a language-mapping activity were conducted via ZOOM, recorded, and transcribed. DeDoose, a qualitative collaborative research tool, was used to conduct a thematic analysis. Findings and conclusion: Findings suggest that parents positioning bilingualism as a resource for communication and expression impacts a bilingual child’s positive linguistic and socioemotional well-being. A strong sense of belonging was shaped through strong relationships with parents and family, engagement in diverse and inclusive spaces that valued multilingualism and multiculturalism, and by being given agency in one’s own language choices. Originality: This study focuses on a Korean immigrant family and centers on the child’s experiences. It provides a counter-narrative to the negative emotions parents and their children often express in extant family language policy (FLP) research. The study calls for FLP research to include a “multilingualism as a resource” orientation. Significance/implications: This case study provides the lens of multilingualism as a resource through FLP that has a different impact on the emotional dimensions of heritage language learning and maintenance.
Students who speak a language other than English at home and whose proficiency in English is limi... more Students who speak a language other than English at home and whose proficiency in English is limited are the fastest growing group of K-12 students in the United States. Whereas the total U.S. school population grew by 6% between 1979 and 1999, the English-language learner (ELL) population increased by 138% (National Center for Education Statistics, 2003). Most ELLs spend the entire instructional day in mainstream classrooms in which the majority of students speak English as their native language and where instruction occurs in English. Teachers in mainstream classrooms must therefore be prepared to teach students who come from different linguistic, cultural, and educational backgrounds.
Uploads
Papers by Ester de Jong