Understanding Chinese Language and Literacy Maintenance in Mixed-heritage Families: A Two-case Study of Family Language Policy in Alberta
Date
2021-06
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Abstract
Informed by family language policy (FLP) framework, I investigate in this study what FLPs look like in two mixed-heritage Chinese-English bilingual families in Alberta, Canada, and the family-internal and external factors influencing the enactment and implementation of their FLPs. Data for this study were collected by multiple methods: parental questionnaires; in-depth interviews, recordings of home talk and literacy activities; related documents and artifact collection; and email communications with the parents. Results indicate that there are three major features of daily home language interaction: the diversity of language use patterns among family members; the dynamic mother-child language use patterns; and Chinese grandparents as a driving force for children’s Mandarin use and learning. In the process of parental language management, Chinese immigrant mothers engage children in varying Chinese literacy learning activities. Although the interactive Mandarin communication has been limited by the inevitable reality that Chinese immigrant mothers have to accommodate monolingual English-speaking fathers’ needs, mothers and children have been keen on investing time and effort in Mandarin-mediated activities. These findings also indicate that micro-level pro-Chinese language ideologies have been interacting and influenced by the educational reality and social tensions in Canada. However, the Chinese immigrant parents still value Chinese language transmission as a mission that needs to carry out through proactive and constant efforts for mixed-heritage children to strengthen the relations with the Chinese side of the family, as well as gain access to the valuable linguistic capital and the rich cultural heritage. This study therefore fills a void in the field of FLP on examining how Chinese immigrant parents support mixed-heritage children in the Chinese language and literacy development under the family-internal and external tensions in Alberta. Implications of this study are that, first, both parents’ mother tongues are equally important for mixed heritage individuals to maintain and develop. Secondly, positive beliefs and attitudes towards heritage language are insufficient, heritage language maintenance still needs de facto language practices and parent-child collaborative efforts can be undertaken. Finally, rather than simply a private issue in family domains, the effective implementation of FLPs requires collaborative efforts by parents, mainstream schools, community, and government.
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Keywords
family language policy, Chinese immigrant parents, mixed heritage families, language ideology, language maintenance
Citation
Guo, J. (2021). Understanding Chinese language and literacy maintenance in mixed-heritage families: a two-case study of family language policy in Alberta (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.