References
- Ahooja, A., M. Brouillard, E. Quirk, S. Ballinger, L. Polka, K. Byers-Heinlein, and R. Kircher. 2022. “Family Language Policy among Québec-Based Parents Raising Multilingual Infants and Toddlers: A Study of Resources as a Form of Language Management.” Journal of Multilingual and Multicultural Development 1–20. doi:https://doi.org/10.31234/osf.io/sa7h5
- Antoniou, M. 2019. “The Advantages of Bilingualism Debate.” Annual Review of Linguistics 5 (1): 395–415. doi:https://doi.org/10.1146/annurev-linguistics-011718-011820.
- Antony-Newman, M. 2019a. “Parental Involvement Policies in Ontario: A Critical Analysis.” School Community Journal 29 (1): 143–170.
- Antony-Newman, M. 2019b. “Parental Involvement of Immigrant Parents: A Meta-Synthesis.” Educational Review 71 (3): 362–381.
- Antony-Newman, M. 2020. “Curriculum Orientations and Their Role in Parental Involvement among Immigrant Parents.” The Curriculum Journal 31 (3): 340–356. doi:https://doi.org/10.1002/curj.10.
- Antony-Newman, M., Y. Desyatova, A. Ortiz, and K. Cho. 2022. “Implementing Innovation: Findings from Diverse Classrooms.” In Activating Linguistic and Cultural Diversity in the Language Classroom, edited by E. Piccardo, G. Lawrence, A. Germain-Rutherford, and A. Galante, 141–178. Cham, Switzerland: Springer.
- Bialystok, E. 2016. “Bilingual Education for Young Children: Review of the Effects and Consequences.” International Journal of Bilingual Education and Bilingualism 21 (6): 666–679. doi:https://doi.org/10.1080/13670050.2016.1203859.
- Bialystok, E., F. I. M. Craik, and G. Luk. 2012. “Bilingualism: Consequences for Mind and Brain.” Trends in Cognitive Sciences 16 (4): 240–250. doi:https://doi.org/10.1016/j.tics.2012.03.001.
- Bourdieu, P., and L. Wacquant. 1992. An Invitation to Reflexive Sociology. Chicago: The University of Chicago Press.
- Canagarajah, S. 2007. “Lingua Franca English, Multilingual Communities, and Language Acquisition.” The Modern Language Journal 91: 923–939. doi:https://doi.org/10.1111/j.1540-4781.2007.00678.x.
- Chen, Y., and C. Hélot. 2018. “The Notion of Plurilingual and Pluricultural Competence in the Teaching of Foreign Languages in France.” Language Education and Multilingualism 1: 168–187. https://edoc.hu-berlin.de/bitstream/handle/18452/19771/LEM-2018_Chen_Helot.pdf?sequence=1&isAllowed=y.
- Chen, L., M. Karas, M. Shalizar, and E. Piccardo. 2022. “From “Promising Controversies” to Negotiated Practices: A Research Synthesis of Plurilingual Pedagogy in Global Contexts.” TESL Canada Journal 38 (2): 1–35.
- Compton-Lilly, C., K. Papoi, P. Venegas, L. Hamman, and B. Schwabenbauer. 2017. “Intersectional Identity Negotiation.” Journal of Literacy Research 49 (1): 115–140. doi:https://doi.org/10.1177/1086296(16683421.
- Coste, D., and D.-L. Simon. 2009. “The Plurilingual Social Actor. Language, Citizenship and Education.” International Journal of Multilingualism 6 (2): 168–185. doi:https://doi.org/10.1080/14790710902846723.
- Council of Europe. 1996. Modern Languages: Learning, Teaching, Assessment. A Common European Framework of Reference. Draft 2 of a Framework Proposal. Council for Cultural Co-operation, Education committee. CC-LANG (95) 5 rev. IV.
- Council of Europe. 2001. Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge, UK: Cambridge University Press. http://www.coe.int/en/web/common-european-framework-reference-languages.
- Council of Europe. 2007. From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. https://rm.coe.int/16806a892c#:~:text=Plurilingualism%20is%20defined%20in%20the,social%20agent%2C%20has%20proficiency%20of.
- Council of Europe. 2020. Common European Framework of Reference for Languages: Learning, teaching, assessment. Companion Volume. http://www.coe.int/en/web/common-european-framework-reference-languages.
- Cummins, J. 2009. “Bilingual and Immersion Programs.” In The Handbook of Language Teaching, edited by M. Long, and C. Doughty, 161–181. New York: Wiley-Blackwell.
- Cummins, J. 2011. “Literacy Engagement.” The Reading Teacher 65 (2): 142–146. doi:https://doi.org/10.1002/trtr.01022.
- Cummins, J., and M. Swain. 1986. Bilingualism in Education: Aspects of Theory, Research and Practice. London: Longman.
- Curdt-Christiansen, X. L. 2009. “Invisible and Visible Language Planning: Ideological Factors in the Family Language Policy of Chinese Immigrant Families in Quebec.” Language Policy 8 (4): 351–375.
- Curdt-Christiansen, X. L. 2018. “Family Language Policy.” In The Oxford Handbook of Language Policy and Planning, edited by J. W. Tollefson, and M. Pérez-Milans, 420–461. Oxford: Oxford University Press.
- Doye, P. 2005. Intercomprehension; Guide for the Development of Language Education Policies in Europe: From Linguistic Diversity to Plurilingual Education. Strasbourg: Council of Europe. https://rm.coe.int/intercomprehension/1680874594.
- Dressler, C., M. S. Carlo, C. E. Snow, D. August, and C. E. White. 2011. “Spanish-speaking Students’ use of Cognate Knowledge to Infer the Meaning of English Words.” Bilingualism: Language and Cognition 14 (2): 243–255.
- Duff, P. A. 2015. “Transnationalism, Multilingualism, and Identity.” Annual Review of Applied Linguistics 35: 57–80. doi:https://doi.org/10.1017/s026719051400018x.
- Ee, J. 2016. “Exploring Korean Dual Language Immersion Programs in the United States: Parents’ Reasons for Enrolling Their Children.” International Journal of Bilingual Education and Bilingualism 21 (6): 690–709. doi:https://doi.org/10.1080/13670050.2016.1208144.
- Galante, A. 2018. “Linguistic and Cultural Diversity in Language Education Through Plurilingualism: Linking the Theory Into Practice.” In Springer International Handbooks of Education. Handbook of Research and Practice in Heritage Language Education, edited by P. Trifonas, and T. Aravossitas, 313–329. Cham, Switzerland: Springer International.
- Galante, A. 2020. “Plurilingual and Pluricultural Competence (PPC) Scale: The Inseparability of Language and Culture.” International Journal of Multilingualism, 1–22. doi:https://doi.org/10.1080/14790718.2020.1753747.
- Garcia, O., A. Lin, and S. May. 2017. Bilingual and Multilingual Education. Cham, Switzerland: Springer International Publishing.
- García, O., and R. Otheguy. 2019. “Plurilingualism and Translanguaging: Commonalities and Divergences.” International Journal of Bilingual Education and Bilingualism 23 (1): 17–35. doi:https://doi.org/10.1080/13670050.2019.1598932.
- Gérin-Lajoie, D. 2016. Negotiating Identities: Anglophones Teaching and Living in Quebec. Toronto: University of Toronto Press.
- Gogolin, I. 2002. Linguistic Diversity and new Minorities in Europe. Strasbourg: Council of Europe. https://rm.coe.int/linguistic-diversity-and-new-minorities-in-europe/16802fc1c0.
- Goodall, J. 2017. Narrowing the Achievement gap: Parental Engagement with Children’s Learning. Abingdon-on-Thames, UK: Routledge.
- Goodall, J. 2019. “Parental Engagement and Deficit Discourses: Absolving the System and Solving Parents.” Educational Review 73 (1): 98–110. doi:https://doi.org/10.1080/00131911.2018.1559801.
- Goodall, J., and C. Montgomery. 2014. “Parental Involvement to Parental Engagement: A Continuum.” Educational Review 66 (4): 399–410. doi:https://doi.org/10.1080/00131911.2013.781576.
- Guardado, M. 2008. “Heritage Language Development in Interlingual Families.” In Handbook of Research and Practice in Heritage Language Education, edited by P. P. Trifonas, and T. Aravossitas, 503–519. Cham, Switzerland: Springer.
- Han, Y. 2021. “Understanding Multilingual Young Adults and Adolescents’ Digital Literacies in the Wilds: Implications for Language and Literacy Classrooms.” Issues and Trends in Learning Technologies 9 (1): 27–46. doi:https://doi.org/10.2458/itlt.2277
- Hays, S. 1996. The Cultural Contradictions of Motherhood. London: Yale University Press.
- Heller, M. 2007. Bilingualism: A Social Approach. London: Palgrave Macmillan.
- Holborow, M. 2018. “Language Skills as Human Capital? Challenging the Neoliberal Frame.” Language and Intercultural Communication 18 (5): 520–532.
- Immigration, Refugees, and Citizenship Canada (IRCC). 2019. Annual Report to Parliament on Immigration. https://www.canada.ca/content/dam/ircc/migration/ircc/english/pdf/pub/annual-report-2019.pdf.
- Jeynes, W. 2011. Parental Involvement and Academic Success. Abingdon-on-Thames, UK: Routledge.
- Juan-Garau, M. 2014. “Heritage Language use and Maintenance in Multilingual Communities.” Applied Linguistics Review 5 (2): 425–440. doi:https://doi.org/10.1515/applirev-2014-0019.
- Kalan, A. 2016. Who’s Afraid of Multilingual Education? Conversations with Tove Skutnabb-Kangas, Jim Cummins, Ajit Mohanty and Stephen Bahry About the Iranian Context and Beyond. Bristol: Multilingual Matters.
- Karpava, S. 2021. “The Effect of the Family Type and Home Literacy Environment on the Development of Literacy Skills by bi-/Multilingual Children in Cyprus.” Languages 6 (2): 1–31. doi:https://doi.org/10.3390/languages6020102.
- King, K. A. 2016. “Language Policy, Multilingual Encounters, and Transnational Families.” Journal of Multilingual and Multicultural Development 37 (7): 726–733. doi:https://doi.org/10.1080/01434632.2015.1127927.
- King, K. A., and L. W. Fogle. 2013. “Family Language Policy and Bilingual Parenting.” Language Teaching 46 (2): 172–194. doi:https://doi.org/10.1017/s0261444812000493.
- Kostoulas, A., and E. Motsiou. 2020. “Family Language Policy in Mixed-Language Families: An Exploratory Study of Online Parental Discourses.” International Journal of Bilingual Education and Bilingualism 25 (2): 1–13. doi:https://doi.org/10.1080/13670050.2020.1715915.
- Lam, W. S., and D. S. Warriner. 2012. “Transnationalism and Literacy: Investigating the Mobility of People, Languages, Texts, and Practices in Contexts of Migration.” Reading Research Quarterly 47 (2): 191–215. doi:https://doi.org/10.1002/rrq.016.
- Lanza, E. 2021. “The Family as a Space: Multilingual Repertoires, Language Practices and Lived Experiences.” Journal of Multilingual and Multicultural Development 42 (8): 763–771. doi:https://doi.org/10.1080/01434632.2021.1979015.
- Lanza, E., and K. V. Lexander. 2019. “Family Language Practices in Multilingual Transcultural Families.” In Multidisciplinary Perspectives on Multilingualism, edited by S. Montanari, and S. Quay, 229–251. Berlin: De Gruyter Mouton. https://doi.org/https://doi.org/10.1515/9781501507984-011.
- Lau, S. M. C., and S. Van Viegen. 2020. Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language in Education. Cham, Switzerland: Springer Nature.
- Li, W. 2011. “Multilinguality, Multimodality, and Multicompetence: Code- and Modeswitching by Minority Ethnic Children in Complementary Schools.” The Modern Language Journal 95 (3): 370–384. doi:https://doi.org/10.1111/j.1540-4781.2011.01209.x.
- Li, W. 2018. “Translanguaging as a Practical Theory of Language.” Applied Linguistics 39 (1): 9–30. doi:https://doi.org/10.1093/applin/amx039.
- Liddicoat, A. J. 2014. Pragmatics and intercultural mediation in intercultural language learning. Intercultural Pragmatics 11 (2): 259–277. doi:https://doi.org/10.1515/ip-2014-0011
- Liang, F. 2018. “Parental Perceptions Toward and Practices of Heritage Language Maintenance: Focusing on the United States and Canada.” International Journal of Language Studies 12 (2): 65–86.
- Liang, F., and D.-S. Shin. 2021. “Heritage Language Maintenance of Chinese Immigrant Families: Perceptions, Practices, and Challenges.” Bilingual Research Journal 44 (1): 23–38. doi:https://doi.org/10.1080/15235882.2021.1922539.
- Little, S. 2020. “Whose Heritage? What Inheritance? Conceptualising Family Language Identities.” International Journal of Bilingual Education and Bilingualism 23 (2): 198–212. doi:https://doi.org/10.1080/13670050.2017.1348463.
- MacLeod, A. A., L. Fabiano-Smith, S. Boegner-Pagé, and S. Fontolliet. 2013. “Simultaneous Bilingual Language Acquisition: The Role of Parental Input on Receptive Vocabulary Development.” Child Language Teaching and Therapy 29 (1): 131–142.
- Mady, C. 2007. “Allophone Students in French Second-Official-Language Programs: A Literature Review.” The Canadian Modern Language Review 63 (5): 727–760.
- Mady, C. 2017. “The Bilingual Advantage for Immigrant Students in French Immersion in Canada: Linking Advantage to Contextual Variables.” International Journal of Bilingual Education and Bilingualism 20 (3): 235–251.
- Marshall, S., and D. Moore. 2018. “Plurilingualism Amid the Panoply of Lingualisms: Addressing Critiques and Misconceptions in Education.” International Journal of Multilingualism 15 (1): 19–34. doi:https://doi.org/10.1080/14790718.2016.1253699.
- Masson, M., M. Antony-Newman, and M. Antony-Newman. 2022. “The Immigrant Perspective:Eastern-European Parental Discourses About the Value of French, Plurilingualism, and Plurilingual Literacy Practices.” International Journal of Bilingualism and Bilingual Education: 1–14. doi:https://doi.org/10.1080/13670050.2022.2079372.
- Mazzaferro, G. 2018. Translanguaging as Everyday Practice. Cham, Switzerland: Springer.
- Moore, D., and L. Gajo. 2009. “Introduction – French Voices on Plurilingualism and Pluriculturalism: Theory, Significance and Perspectives.” International Journal of Multilingualism 6 (2): 137–153. doi:https://doi.org/10.1080/14790710902846707.
- Myers, M. 2015. “Black Families and Schooling in Rural South Carolina: Families’ Andeducators, Disjunctive Interpretations of Parental Involvement.” Peabody Journal of Education 90: 437–458.
- Nesteruk, O. 2010. “Heritage Language Maintenance and Loss among the Children of Eastern European Immigrants in the USA.” Journal of Multilingual and Multicultural Development 31 (3): 271–286. doi:https://doi.org/10.1080/01434630903582722.
- Nesteruk, O., and L. Marks. 2009. “Grandparents Across the Ocean: Eastern European Immigrants’ Struggle to Maintain Intergenerational Relationships.” Journal of Comparative Family Studies 40 (1): 77–95. doi:https://doi.org/10.3138/jcfs.40.1.77.
- Okita, T. 2001. Invisible Work: Bilingualism, Language Choice and Childrearing in Intermarried Families. Amsterdam: John Benjamins.
- Ortega, L. 2019. “The Study of Heritage Language Development from a Bilingualism and Social Justice Perspective.” Language Learning 70 (S1): 15–53. doi:https://doi.org/10.1111/lang.12347.
- Palmer, D. K., R. A. Martínez, S. G. Mateus, and K. Henderson. 2014. “Reframing the Debate on Language Separation: Toward a Vision for Translanguaging Pedagogies in the Dual Language Classroom.” The Modern Language Journal 98 (3): 757–772. doi:https://doi.org/10.1111/modl.12121.
- Parker, C., S. Scott, and A. Geddes. 2019. In Sage Research Methods Foundations, edited by P. Atkinson, S. Delamont, A. Cernat, J. W. Sakshaug, and R. A. Williams. New York: SAGE. https://methods.sagepub.com/foundations
- Patall, E. A., H. Cooper, and J. C. Robinson. 2008. “Parent Involvement in Homework: A Research Synthesis.” Review of Educational Research 78 (4): 1039–1101. doi:https://doi.org/10.3102/0034654308325185.
- Pavlenko, A. 2004. “‘Stop Doing That, Ia Komu Skazala!': Language Choice and Emotions in Parent—Child Communication.” Journal of Multilingual and Multicultural Development 25 (2-3): 179–203. doi:https://doi.org/10.1080/01434630408666528.
- Piccardo, E. 2017. “Plurilingualism as a Catalyst for Creativity in Superdiverse Societies: A Systemic Analysis.” Frontiers in Psychology 8: 1–13. doi:https://doi.org/10.3389/fpsyg.2017.02169.
- Piccardo, E. 2018. “Plurilingualism: Vision, Conceptualization, and Practices.” In Springer International Handbooks of Education. Handbook of Research and Practice in Heritage Language Education, edited by P. Trifonas, and T. Aravossitas, 1–19. Cham, Switzerland: Springer International.
- Piccardo, E., M. Antony-Newman, L. Chen, and B. Karamifar. 2021. “Innovative Features of a Plurilingual Approach in Language Teaching: Implications from the LINCDIRE Project.” Critical Multilingualism Studies 9 (1): 128–155. https://cms.arizona.edu/index.php/multilingual/article/view/229/322.
- Piccardo, E., A. Germain-Rutherford, and G. Lawrence. 2022a. The Routledge Handbook of Plurilingual Language Education. Abingdon-on-Thames, UK: Routledge.
- Piccardo, E., G. Lawrence, A. Germain-Rutherford, and A. Galante. 2022b. Activating Linguistic and Cultural Diversity in the Language Classroom. Cham, Switzerland: Springer.
- Piccardo, E., and B. North. 2019. The Action-Oriented Approach: A Dynamic Vision of Language Education. Bristol: Multilingual Matters.
- Piccardo, E., and B. North. 2020. “The Dynamic Nature of Plurilingualism: Creating and Validating CEFR Descriptors for Mediation, Plurilingualism and Pluricultural Competence.” In Plurilingual Pedagogies: Critical and Creative Endeavors for Equitable Language in Education, edited by S. M. C. Lau, and S. Stille, 279–301. Cham, Switzerland: Springer International Publishing.
- Piller, I., and L. Gerber. 2021. “Family Language Policy Between the Bilingual Advantage and the Monolingual Mindset.” International Journal of Bilingual Education and Bilingualism 24 (5): 622–635. doi:https://doi.org/10.1080/13670050.2018.1503227.
- Purkarthofer, J. 2021. “Navigating Partially Shared Linguistic Repertoires: Attempts to Understand Centre and Periphery in the Scope of Family Language Policy.” Journal of Multilingual and Multicultural Development 42 (8): 732–746. doi:https://doi.org/10.1080/01434632.2021.1921781.
- Rios-Aguilar, C., J. M. Kiyama, M. Gravitt, and L. C. Moll. 2011. “Funds of Knowledge for the Poor and Forms of Capital for the Rich? A Capital Approach to Examining Funds of Knowledge.” Theory and Research in Education 9 (2): 163–184. doi:https://doi.org/10.1177/1477878511409776.
- Rumbaut, R. G., and D. S. Massey. 2013. “Immigration and Language Diversity in the United States.” Daedalus 142 (3): 141–154. doi:https://doi.org/10.1162/daed_a_00224.
- Saldaña, J. 2009. The Coding Manual for Qualitative Researchers. New York: Sage Publications Ltd.
- Schöpflin, G. 1996. “Language and Ethnicity in Central and Eastern Europe: Some Theoretical Aspects.” Politička Misao 5: 99–107.
- Schwartz, M. 2010. “Family Language Policy: Core Issues of an Emerging Field.” Applied Linguistics Review 1 (2010): 171–192. doi:https://doi.org/10.1515/9783110222654.171.
- Schwartz, M., V. Moin, M. Leikin, and A. Breitkopf. 2010. “Immigrant Parents’ Choice of a Bilingual Versus Monolingual Kindergarten for Second-Generation Children: Motives, Attitudes, and Factors.” International Multilingual Research Journal 4 (2): 107–124. doi:https://doi.org/10.1080/19313152.2010.499038.
- Seo, Y. 2021. Parental language ideologies and affecting factors in bilingual parenting in Korea. English Teaching 7 (1): 105–124. doi:https://doi.org/10.15858/engtea.76.1.202103.105
- Sims, M., E. M. Ellis, and V. Knox. 2016. “Parental Plurilingual Capital in a Monolingual Context: Investigating Strengths to Support Young Children in Early Childhood Settings.” Early Childhood Education Journal 45 (6): 777–787. doi:https://doi.org/10.1007/s10643-016-0826-6.
- Slavkov, N. 2016. “Family Language Policy and School Language Choice: Pathways to Bilingualism and Multilingualism in a Canadian Context.” International Journal of Multilingualism 14 (4): 378–400. doi:https://doi.org/10.1080/14790718.2016.1229319.
- Song, K. 2016a. “Nurturing Young Children's Biliteracy Development: A Korean Family's Hybrid Literacy Practices at Home.” Language Arts 93 (5): 341–353.
- Song, K. 2016b. ““Okay, I Will say in Korean and Then in American”: Translanguaging Practices in Bilingual Homes.” Journal of Early Childhood Literacy 16 (1): 84–106. doi:https://doi.org/10.1177/1468798414566705.
- Spolsky, B. 2012. “Family Language Policy: The Critical Domain.” Journal of Multilingual and Multicultural Development 33 (1): 3–11.
- Torsh, H. I. 2020. Linguistic Intermarriage in Australia: Between Pride and Shame. Cham, Switzerland: Springer International Publishing.
- Trifonas, P. P., and T. Aravossitas. 2018. Handbook of Research and Practice in Heritage Language Education. Cham, Switzerland: Springer.
- UNESCO. 2018. Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls. https://unesdoc.unesco.org/ark:/48223/pf0000265866.
- Vallejo, C., and M. Dooly. 2019. “Plurilingualism and Translanguaging: Emergent Approaches and Shared Concerns. Introduction to the Special Issue.” International Journal of Bilingual Education and Bilingualism 23 (1): 1–16. doi:https://doi.org/10.1080/13670050.2019.1600469.
- van den Branden, K. 2006. Task-based Language Education: From Theory to Practice. Cambridge, UK: Cambridge University Press.
- Vertovec, S. 2007. “Super-diversity and its Implications.” Ethnic and Racial Studies 30 (6): 1024–1054. doi:https://doi.org/10.1080/01419870701599465.
- Vertovec, S. 2019. Super-diversity in societies explained by Steven Vertovec [YouTube video]. https://www.youtube.com/watch?v=5-AHVnHxT38.
- Vincent, C. 2017. “‘The Children Have Only got one Education and you Have to Make Sure It's a Good One’: Parenting and Parent–School Relations in a Neoliberal age.” Gender and Education 29 (5): 541–557. doi:https://doi.org/10.1080/09540253.2016.1274387.
- Waddington, J. 2022. “Rethinking the ‘Ideal Native Speaker’ Teacher in Early Childhood Education.” Language, Culture and Curriculum 35 (1): 1–17. doi:https://doi.org/10.1080/07908318.2021.1898630.
- Warikoo, N., M. Chin, N. Zillmer, and S. Luthar. 2020. “The Influence of Parent Expectations and Parent-Child Relationships on Mental Health in Asian American and White American Families.” Sociological Forum 35 (2): 275–296. doi:https://doi.org/10.1111/socf.12583.
- Wilson, S. 2020. “To mix or not to mix: Parental Attitudes Towards Translanguaging and Language Management Choices.” International Journal of Bilingualism 25 (1): 58–76. doi:https://doi.org/10.1177/1367006920909902.
- Yamamoto, M. 1995. “Bilingualism in International Families.” Journal of Multilingual and Multicultural Development 16: 63–85.
- Yamamoto, Y., and S. Sonnenschein. 2016. “Family Contexts of Academic Socialization: The Role of Culture, Ethnicity, and Socioeconomic Status.” Research in Human Development 13 (3): 183–190. doi:https://doi.org/10.1080/15427609.2016.1194711.