‘No! I’m going to school, I need to speak English!’: Who makes family language policies?

References

• Armstrong, T. C. (2014). Naturalism and ideological work: How is family language policy renegotiated as both parents and children learn a threatened minority language? International Journal of Bilingual Education and Bilingualism, 17(5), 570–585.
   Web of Science ®Google Scholar
• Bayley, R., Schecter, S. R., & Torres-Ayala, B. (1996). Strategies for bilingual maintenance: Case studies of Mexican-origin families in Texas. Linguistics and Education, 8(4), 389–408.
   Google Scholar
• Berardi-Wiltshire, A. (2017). Parental ideologies and Family language policies among Spanish- speaking migrants to New Zealand. Journal of Iberian and Latin American Research, 23(3), 271–285.
   Web of Science ®Google Scholar
• Bezcioglu-Goktolga, I., & Yagmur, K. (2018). Home language policy of second-generation Turkish families in the Netherlands. Journal of Multilingual and Multicultural Development, 39(1), 44–59.
   Web of Science ®Google Scholar
• Bornstein, M. H., Hahn, C. H., Swalsky, J. T., & Haynes, M. O. (2003). Socioeconomic status, parenting, and child development: The Hollings-head four-factor index of social status and the socioeconomic index of occupations. In M. H. Bornstein & R. H. Bradley (Eds.), Socioeconomic status, parenting, and child development (pp. 29–82). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53(1), 371.
   PubMed Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
   Google Scholar
• Brown, C. L. (2011). Maintaining heritage language: Perspectives of Korean parents. Multicultural Education, 19(1), 31–37.
   Google Scholar
• Canagarajah, A. S. (2008). Language shift and the family: Questions from the Sri Lankan Tamil diaspora. Journal of Sociolinguistics, 12(2), 143–176.
   Web of Science ®Google Scholar
• Costello, M. B. (2016). The Trump effect: The impact of the 2016 presidential election on our nation’s schools. Alabama: Appleseed Center for Law and Justice. https://www.splcenter.org/20161128/trump-effect-impact-2016-presidential-election-our-nations-schools
   Google Scholar
• Crawford, J. (1992). Language loyalties: A source book on the official English controversy. Chicago, IL: University of Chicago Press.
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• Curdt-Christiansen, X. L. (2013). Family language policy: Sociopolitical reality versus linguistic continuity. Language Policy, 12(1), 1–6.
   Web of Science ®Google Scholar
• Curdt-Christiansen, X. L. (2014). Family language policy: Is learning Chinese at odds with learning English? In Hancock, Andy (Ed.), Learning Chinese in diasporic communities (pp. 35–56). Philadelphia, PA: John Benjamins.
   Google Scholar
• Curdt-Christiansen, X. L. (2016). Conflicting language ideologies and contradictory language practices in Singaporean multilingual families. Journal of Multilingual and Multicultural Development, 37(7), 694–709.
   Web of Science ®Google Scholar
• Curdt-Christiansen, X. L. (2018). Family language policy. In J. W. Tollefson & M. Pérez- Milans (Eds.), The Oxford handbook of language policy and planning (pp. 420–441). Oxford, UK: Oxford University Press.
   Google Scholar
• De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411–424.
   Web of Science ®Google Scholar
• Dixon, L., Wu, S., & Daraghmeh, A. (2012). Profiles in bilingualism: Factors influencing kindergartners’ language proficiency. Early Childhood Education Journal, 40(1), 25–34.
   Google Scholar
• Fishman, J. A. (1991). Reversing language shift: Theoretical and empirical foundations of assistance to threatened languages (Vol. 76). Multilingual matters. Clevedon.
   Google Scholar
• Flores, N. (2013). Silencing the subaltern: Nation-state/colonial governmentality and bilingual education in the United States. Critical Inquiry in Language Studies, 10(4), 263–287.
   Google Scholar
• Flores, N. (2016). A tale of two visions: Hegemonic whiteness and bilingual education. Educational Policy, 30(1), 13–38.
   Web of Science ®Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171.
   Web of Science ®Google Scholar
• Flores, N., & Schissel, J. L. (2014). Dynamic bilingualism as the norm: Envisioning a heteroglossic approach to standards‐based reform. Tesol Quarterly, 48(3), 454–479.
   Web of Science ®Google Scholar
• García, O. (2011). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell, Hoboken, NJ: John Wiley & Sons.
   Google Scholar
• García, O., & Torres-Guevara, R. (2009). Monoglossic ideologies and language policies in the education of US Latinas/os. In Murillo E.G., Jr., Villenas S.A., Galvan R.T., Munoz J.S., Martinez C. and Machado-Casas M., (Eds.), Handbook of Latinos and education: Theory, research, and practice, 2010(pp. 182–193). New York, NY: Routledge.
   Google Scholar
• Hammer, C. S., Lawrence, F. R., & Miccio, A. W. (2008). Exposure to English before and after entry into head start: Bilingual children’s receptive language growth in Spanish and English. International Journal of Bilingual Education & Bilingualism, 11(1), 30–56.
   PubMedGoogle Scholar
• Hammer, C. S., Miccio, A. W., & Wagstaff, D. A. (2003). Home literacy experiences and their relationship to bilingual preschoolers’ developing English literacy abilities: An initial investigation. Language, Speech, and Hearing Services in Schools, 34(1), 20–30, doi:10.1044/0161-1461(2003/003)
   PubMed Web of Science ®Google Scholar
• Heath, S. B. (1976). A national language academy? Debate in the new nation. International Journal of the Sociology of Language, 1976(11), 9–44.
   Google Scholar
• Howard, E., Sugarman, J., & Christian, D. (2003). Trends in two-way immersion education. A Review of the Research Report 63. Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk.
   Google Scholar
• Hua, Z., & Wei, L. (2016). Transnational experience, aspiration and family language policy. Journal of Multilingual and Multicultural Development, 37(7), 655–666. doi:10.1080/01434632.2015.1127928
   Web of Science ®Google Scholar
• Irvine, J. T. and Gal, S. (2009). Language ideology and linguistic differentiation. In A. Duranti (Eds.), Linguistic Anthropology: A Reader (pp. 402–434). Oxford: Wiley Blackwell.
   Google Scholar
• Johnson, E. J., & Johnson, D. C. (2015). Language policy and bilingual education in Arizona and Washington state. International Journal of Bilingual Education and Bilingualism, 18(1), 92–112.
   Web of Science ®Google Scholar
• Kang, H. (2013). Korean-immigrant parents’ support of their american-born children’s development and maintenance of the home language. Early Childhood Education Journal, 41(6), 431–438.
   Google Scholar
• Kaveh, Y. M. (2018). Family language policy and maintenance of Persian: The stories of Iranian immigrant families in the northeast, USA. Language Policy, 17(4), 443–477. doi:10.1007/s10993-017-9444-4
   Web of Science ®Google Scholar
• Kaveh, Y. M. (2020). Unspoken dialogues between educational and family language policies: Language policy beyond legislations. Linguistics and Education, 60. doi:10.1016/j.linged.2020.100876
   Web of Science ®Google Scholar
• Kim, S. H. O., & Starks, D. (2010). The role of fathers in language maintenance and language attrition: The case of Korean–English late bilinguals in New Zealand. International Journal of Bilingual Education and Bilingualism, 13(3), 285–301.
   Web of Science ®Google Scholar
• King, K., & Fogle, L. (2006). Bilingual parenting as good parenting: Parents’ perspectives on family language policy for additive bilingualism. International Journal of Bilingual Education & Bilingualism, 9(6), 695–712.
   Google Scholar
• King, K. A., Fogle, L., & Logan‐Terry, A. (2008). Family language policy. Language and Linguistics Compass, 2(5), 907–922.
   Google Scholar
• King, K. A., & Fogle, L. W. (2013). Family language policy and bilingual parenting. Language Teaching, 46(2), 172–194.
   Web of Science ®Google Scholar
• Krogstad, J. M., Stepler, R., & Lopez, M. H. (2015). English proficiency on the rise among latinos: U.S. born driving language changes. Washington, D.C.: Pew Research Center. Retrieved from https://www.pewresearch.org/hispanic/2015/05/12/english-proficiency- on-the-rise-among-latinos/
   Google Scholar
• Lal, J. (1996). Situating locations: The politics of self, identity, and “other” in living and writing the text. Feminist Dilemmas in fFeldwork, 185–214.
   Google Scholar
• Lee, B. Y. (2013). Heritage language maintenance and cultural identity formation: The case of Korean immigrant parents and their children in the USA. Early Child Development and Care, 183(11), 1576–1588.
   Google Scholar
• Li, X. (1999). How can language minority parents help their children become bilingual in familial context? A case study of a language minority mother and her daughter. Bilingual Research Journal, 23(2–3), 211–223.
   Google Scholar
• Lillie, K. E. (2016). The lost generation: Students of Arizona’s structured English immersion. International Journal of Bilingual Education and Bilingualism, 19(4), 408–425.
   Web of Science ®Google Scholar
• Macalister, J., & Mirvahedi, S. H. (Eds). (2017). Family language policies in a multilingual world: Opportunities, challenges, and consequences. New York, NY: Routledge.
   Google Scholar
• McGroarty, M. (2010). Language and ideologies. In N. H. Hornberger & S. L. McKay (Eds.), Sociolinguistics and language education (pp. 3–39). Bristol, England: Multilingual Matters.
   Google Scholar
• Merriam, S. B. (1998). Case study research in education: A qualitative approach. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Nandi, A. (2018). Parents as stakeholders: Language management in urban Galician homes. Multilingua, 37(2), 201–223.
   Web of Science ®Google Scholar
• Nesteruk, O. (2010). Heritage language maintenance and loss among the children of eastern European immigrants in the USA. Journal of Multilingual & Multicultural Development, 31(3), 271–286.
   Web of Science ®Google Scholar
• Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. Multicultural education series. New York, NY: Teachers College Press.
   Google Scholar
• Orellana, M. F., Ek, L., & Hernandez, A. (1999). Bilingual education in an immigrant community: Proposition 227 in California. International Journal of Bilingual Education and Bilingualism, 2(2), 114–130.
   Google Scholar
• Park, H., Tsai, K. M., Liu, L. L., & Lau, A. S. (2012). Transactional associations between supportive family climate and young children’s heritage language proficiency in immigrant families. International Journal of Behavioral Development, 36(3), 226–236.
   Web of Science ®Google Scholar
• Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, Inc.
   Google Scholar
• Phinney, J. S., Romero, I., Nava, M., & Huang, D. (2001). The role of language, parents, and peers in ethnic identity among adolescents in immigrant families. Journal of Youth and Adolescence, 30(2), 135–153.
   Web of Science ®Google Scholar
• Piller, I., & Gerber, L. (2018). Family language policy between the bilingual advantage and the monolingual mindset. International Journal of Bilingual Education and Bilingualism, 1–14. doi:10.1080/13670050.2018.1503227
   Google Scholar
• Portes, A., & Hao, L. (1998). E pluribus unum: Bilingualism and loss of language in the second generation. Sociology of Education, 71(4), 269–294.
   Web of Science ®Google Scholar
• Portes, A., & Rumbaut, R. G. (1996). Immigrant America. Berkeley: University of California Press.
   Google Scholar
• Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. Berkley and Los Angeles, CA: University of California Press.
   Google Scholar
• Portes, A., & Rumbaut, R. G. (2006). Immigrant America: a portrait. Univ of California Press.
   Google Scholar
• Ricento, T. (2006). Language policy: Theory and practice–An introduction. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 10-23). Malden: MA. Blackwell.
   Google Scholar
• Rumbaut, R. G. (1997). Paradoxes (and orthodoxies) of assimilation. Sociological Perspectives, 40(3), 483–511.
   Web of Science ®Google Scholar
• Schieffelin, B. B., Woolard, K. A., & Kroskrity, P. V. (Eds.). (1998). Language ideologies: Practice and theory (Vol. 16). Oxford, UK: Oxford University Press.
   Google Scholar
• Schirling, E., Contreras, F., & Ayala, C. (2000). Proposition 227: Tales from the schoolhouse. Bilingual Research Journal, 24, 1–2.
   Google Scholar
• Schwartz, M. (2010). Family language policy: Core issues of an emerging field. Applied Linguistics Review, 1(1), 171–192.
   Google Scholar
• Schwartz, M., & Verschik, A. (2013). Achieving success in family language policy: Parents, children and educators in interaction. In Successful family language policy (pp. 1–20). Dordrecht: Springer.
   Google Scholar
• Silverstein, M. (1979). Language structure and linguistic ideology. In R. Cline, W. Hanks, and C. Hofbauer (Eds.), The Elements: A Parasession on Linguistic Units and Levels (pp. 193–247). Chicago: Chicago Linguistic Society.
   Google Scholar
• Silverstein, M. (1998). Contemporary transformations of local linguistic communities. Annual Review of Anthropology, 27(1), 401–426.
   Google Scholar
• Slavkov, N. (2017). Family language policy and school language choice: Pathways to bilingualism and multilingualism in a Canadian context. International Journal of Multilingualism, 14(4), 378–400.
   Web of Science ®Google Scholar
• Spolsky, B. (2004). Language policy. Cambridge, UK: Cambridge University Press.
   Google Scholar
• Tannenbaum, M. (2003). The multifaceted aspects of language maintenance: A new measure for its assessment in immigrant families. International Journal of Bilingual Education & Bilingualism, 6(5), 374–393.
   Google Scholar
• Tannenbaum, M. (2012). Family language policy as a form of coping or defence mechanism. Journal of Multilingual and Multicultural Development, 33(1), 57–66.
   Web of Science ®Google Scholar
• Tuominen, A. (1999). Who decides the home language? A look at multilingual families. International Journal of the Sociology of Language, 140, 59–76.
   Google Scholar
• U.S. Census Bureau. (2015, October 28). Detailed languages spoken at home and ability to speak english for the population 5 years and over: 2009–2013. Retrieved from http://www.census.gov/data/tables/2013/demo/2009-2013-lang- tables.html
   Google Scholar
• Veltman, C. J. (2014). Language shift in the united states. Berlin, Boston: Walter de Gruyter.
   Google Scholar
• Wiley, T. G., & García, O. (2016). Language policy and planning in language education: Legacies, consequences, and possibilities. The Modern Language Journal, 100(S1), 48–63.
   Google Scholar
• Wong-Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323–346.
   Google Scholar
• Worthy, J., & Rodriguez-Galindo, A. (2006). “Mi hija vale dos personas”: Latino immigrant parents’ perspectives about their children’s bilingualism. Bilingual Research Journal, 30, 579–602.
   Google Scholar
• Xia, Q. (2016). Heritage language maintenance and biliteracy development for immigrants’ children: A study of Chinese immigrants’ family language policy and biliteracy practices (Doctoral dissertation).
   Google Scholar
• Yazan, B., & Ali, I. (2018). Family language policies in a Libyan immigrant family in the US: Language and religious identity. Heritage Language Journal, 15, 3.
   Google Scholar
• Zhang, D. (2010). Language maintenance and language shift among Chinese immigrant parents and their second-generation children in the US. Bilingual Research Journal, 33(1), 42–60.
   Google Scholar