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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 0000-0002-9718-2570)
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
FullText Text:
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  Data: An Asymmetrical Partnership: The Shifting Onus of Hmong Heritage Language Teaching from Families to Dual-Language Programs
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  Data: <searchLink fieldCode="AR" term="%22Lee+Her%22">Lee Her</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9718-2570">0000-0002-9718-2570</externalLink>)
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Sino+Tibetan+Languages%22">Sino Tibetan Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education+Programs%22">Bilingual Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Planning%22">Language Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Family+School+Relationship%22">Family School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Involvement%22">Family Involvement</searchLink>
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  Data: 10.1111/modl.12961
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  Label: Abstract
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  Data: 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.
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      – SubjectFull: Native Language
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      – SubjectFull: Sino Tibetan Languages
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