ABSTRACT
The purpose of this sociolinguistic study is to examine language beliefs, emotions, and practices of twenty bi/multilingual fourth-grade children of immigrants in monolingual U.S. schools in relation to societal language ideologies. This qualitative multiple case study included individual semi-structured interviews with bi/multilingual children focusing on their language beliefs, emotions, practices, and agencies. We utilised qualitative thematic analysis to examine links to societal language ideologies and issues of power. Children generally identified positively with their heritage language(s) and considered bilingualism beneficial, but they also displayed negative emotions towards their heritage language(s), English, and bi/multilingualism depending on the context and the audience. Additionally, children’s evolving language proficiencies and practices at home and school favoured English. We connect the children’s emotions, beliefs, and practices to hegemonic language ideologies in U.S. society and schools and propose a solution towards change.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Notes
1 Sample questions included: What languages do you speak at home? (Probe for parents, your parents to you, you and your sibling); Do you use the language(s) for different things or activities? Do you a have ‘language rule’ at home? What language(s) do you use at school? What was a time when you felt proud of your language? What was a time when you felt embarrassed/ashamed/scared to speak your language? Have you found knowing heritage language to be useful? Why? How important do you think learning English is for kids like you who speak two or more language at home?