An Asymmetrical Partnership: The Shifting Onus of Hmong Heritage Language Teaching from Families to Dual-Language Programs
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| Title: | An Asymmetrical Partnership: The Shifting Onus of Hmong Heritage Language Teaching from Families to Dual-Language Programs |
|---|---|
| Language: | English |
| Authors: | Lee Her (ORCID |
| Source: | Modern Language Journal. 2024 108(4):866-887. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Sponsoring Agency: | AmeriCorps |
| Contract Number: | 22RE249214 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Native Language, Sino Tibetan Languages, Bilingual Education Programs, Language Acquisition, Language Planning, Second Language Learning, Family School Relationship, Family Involvement |
| DOI: | 10.1111/modl.12961 |
| ISSN: | 0026-7902 1540-4781 |
| Abstract: | Framed by family language policy (FLP), in conjunction with the Douglas Fir Group's ecological transdisciplinary framework for second language acquisition, this multiple case study investigates the FLPs of two Hmong-American families in relation to a Hmong-English dual-language program (DLP) where their children are enrolled. Interviews, artifacts, and family-recorded interactions were utilized to get a full understanding of what factors at the different levels of interaction shaped their FLP. The findings reveal that both sets of parents perceived the relationship between the home and school as a partnership for their children's heritage language development, with the school taking on the onus for Hmong literacy. This resulted in both families' more secondary role and, thus, home language practices that merely supplement the school content. Importantly, while both sets of parents held similar beliefs regarding the role of the DLP in heritage language maintenance, it was their beliefs in the value of Hmong that led to the different FLPs between the families. The article concludes with limitations and implications for schools interested in wanting to better serve their heritage language learners and families. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452291 |
| Database: | ERIC |
| Abstract: | Framed by family language policy (FLP), in conjunction with the Douglas Fir Group's ecological transdisciplinary framework for second language acquisition, this multiple case study investigates the FLPs of two Hmong-American families in relation to a Hmong-English dual-language program (DLP) where their children are enrolled. Interviews, artifacts, and family-recorded interactions were utilized to get a full understanding of what factors at the different levels of interaction shaped their FLP. The findings reveal that both sets of parents perceived the relationship between the home and school as a partnership for their children's heritage language development, with the school taking on the onus for Hmong literacy. This resulted in both families' more secondary role and, thus, home language practices that merely supplement the school content. Importantly, while both sets of parents held similar beliefs regarding the role of the DLP in heritage language maintenance, it was their beliefs in the value of Hmong that led to the different FLPs between the families. The article concludes with limitations and implications for schools interested in wanting to better serve their heritage language learners and families. |
|---|---|
| ISSN: | 0026-7902 1540-4781 |
| DOI: | 10.1111/modl.12961 |
