1887
  1. Home
  2. e-Journals
  3. Journal of Asian Pacific Communication
  4. Volume 31, Issue 2
  5. Article
Volume 31, Issue 2
  • ISSN 0957-6851
  • E-ISSN: 1569-9838
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Maintaining heritage languages is of vital significance for multicultural families. We present a study of Mandarin transmission among ten Dutch Chinese families in Groningen (Netherlands) associated to a local Saturday school. Data from semi-structured interviews and a questionnaire reveal that personal, integrative, and instrumental values, all play a role in language choices. Remarkably, with general positive attitudes towards multilingualism in Dutch society, families too feel encouraged to maintain Mandarin. Nevertheless, they report lack of school and institutional support, and criticisms about their ability to belong in Dutch society. Parents wish that teachers attached more importance to their heritage languages, rather than solely focusing on children’s learning of Dutch (and English), and that their own multiculturality (not only that of their children) be embraced. Likewise, parents are critical of the Chinese school, and wish teachers better accommodated to the sensitivities and practices their children are used to from their Dutch school experience.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/japc.00063.dau
2020-10-13
2023-05-28

  • From This Site

    /content/journals/10.1075/japc.00063.dau
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Bain, B., & Yu, A.
    (1980) Cognitive consequences of raising children bilingually: One parent, one language. Canadian Journal of Psychology, 34 (4), 304–13. 10.1037/h0081106
     https://doi.org/10.1037/h0081106 [Google Scholar]
  2. Barron-Hauwaert, S.
    (2004) Language Strategies for Bilingual Families: The One-Parent-One-Language Approach. Clevedon: Multilingual Matters. 10.21832/9781853597169
     https://doi.org/10.21832/9781853597169 [Google Scholar]
  3. Benmamoun, E., Montrul, S. & Polinsky, M.
    (2013) Defining an “ideal” heritage speaker: Theoretical and methodological challenges Reply to peer commentaries. Theoretical Linguistics, 39(3–4), 259–294. 10.1515/tl‑2013‑0018
     https://doi.org/10.1515/tl-2013-0018 [Google Scholar]
  4. Caldas, S. J.
    (2012) Language policy in the family. InB. Spolsky (Eds.), The Cambridge Handbook of Language Policy (pp.351–373). Cambridge: Cambridge University Press. 10.1017/CBO9780511979026.022
     https://doi.org/10.1017/CBO9780511979026.022 [Google Scholar]
  5. Casesnoves Ferrer, R. & Juarros-Daussà, E.
    (2011) La influencia de la política lingüística en la transmisión del catalán y del gallego dentro y fuera de sus fronteras. InE. Izaskun . (Eds.), Empirical and analytical tools for 21 century: applied linguistics. Selected papers from the XXIX International Conference of the Spanish Association of Applied Linguistics (AESLA) (pp.861–874). Salamanca: Universidad de Salamanca.
     [Google Scholar]
  6. (2015) El catalán entre las dos lenguas más habladas del mundo. InR. Terborg, A. Alarcón & L. Neri (Eds.), Lengua española, contacto lingüístico y globalización (pp.463–492). México: Universidad Nacional Autónoma de México.
     [Google Scholar]
  7. Casesnoves, R. & Juarros-Daussà, E.
    (2013) Les institucions catalanes a NYC: influència en la transmissió i manteniment del català. InL. Arroyo Moliner & M. Simó Solsona (Eds.), Societats i Cultures, més enllà de les fronteres (pp.2–25). Associació Catalana de Sociologia/Institutd’Estudis Catalans.
     [Google Scholar]
  8. Cavallaro, F.
    (2005) Language maintenance revised: an Australian perspective. Bilingual Research Journal, 29 (3), 561–582. 10.1080/15235882.2005.10162852
     https://doi.org/10.1080/15235882.2005.10162852 [Google Scholar]
  9. CBS
    CBS (2010) Herkomst van Chinezen in Nederland. In Bevolkingstrends: Statistisch Kwartaalblad over de demografie van Nederland. Jaargang 58, 1e kwartaal, 6–6. Den HaagCentraal Bureau voor Statistiek.
     [Google Scholar]
  10. Cho, G. & Krashen, S.
    (1998) The negative consequences of heritage language loss and why we should care. InS. Krashen, L. Tse & J. McQuillan (Eds.), Heritage Language Development (pp.31–39). Culver City, CA: Language Education Associates.
     [Google Scholar]
  11. Cohen, R.
    (1997) Global Diasporas: An Introduction. London: UCL Press. 10.4324/9780203228920
     https://doi.org/10.4324/9780203228920 [Google Scholar]
  12. Cummins, J.
    (2001b) Heritage language teaching in Canadian schools. InC. Baker & N. H. Hornberger (Eds.), An Introductory Reader to the Writings of Jim Cummins (pp.252–257). Clevedon: Multilingual Matters.
     [Google Scholar]
  13. (2008) Teaching for Transfer: Challenging the two solitudes assumption in bilingual education. InJ. Cummins (Eds.), Encyclopedia of Language and Education (pp.65–75). Boston: Springer Science + Business Media. 10.1007/978‑0‑387‑30424‑3_116
     https://doi.org/10.1007/978-0-387-30424-3_116 [Google Scholar]
  14. 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. 10.1007/s10993‑009‑9146‑7
     https://doi.org/10.1007/s10993-009-9146-7 [Google Scholar]
  15. De Houwer, A.
    (2015) Harmonious bilingual development: Young families’ well-being in language contact situations. International Journal of Bilingualism, 19 (2), 169–184. 10.1177/1367006913489202
     https://doi.org/10.1177/1367006913489202 [Google Scholar]
  16. Döpke, S.
    (1992) One Parent One Language: An Interactional Approach. Amsterdam: John Benjamins. 10.1075/sibil.3
     https://doi.org/10.1075/sibil.3 [Google Scholar]
  17. Dörnyei, Z.
    (2003) Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications. A Journal of Research in Language Studies, 53 (S1), 3–32. 10.1111/1467‑9922.53222
     https://doi.org/10.1111/1467-9922.53222 [Google Scholar]
  18. Duarte, J.
    (2018) Translanguaging in the context of mainstream multilingual education. International Journal of Multilingualism. doi:  10.1080/14790718.2018.1512607
     https://doi.org/10.1080/14790718.2018.1512607 [Google Scholar]
  19. Eisenberg, A., Murkoff, H. & Hathaway, S. E.
    (1989) What to Expect the First Year. New York: Workman.
     [Google Scholar]
  20. Gafaranga, J.
    (2010) Medium Request: Talking Language Shift into Being. Language in Society, 39 (2), 241–270. 10.1017/S0047404510000047
     https://doi.org/10.1017/S0047404510000047 [Google Scholar]
  21. García, O.
    (2009) Education, multilingualism and translanguaging in the 21st century. InA. Mohanty, M. Panda, R. Phillipson & T. Skutnabb-Kangas (Eds.), Multilingual Education for Social Justice: Globalising the local (pp.128–145). New Delhi: Orient Blackswan. 10.21832/9781847691910‑011
     https://doi.org/10.21832/9781847691910-011 [Google Scholar]
  22. Gardner, R. C. & Lambert, W. E.
    (1972) Attitudes and Motivation in Second-Language Learning. Newbury House Publishers.
     [Google Scholar]
  23. Glaser, B. G.
    (1998) Doing grounded theory: Issues and discussions. Mill Valley, CA: Sociology Press.
     [Google Scholar]
  24. Gijsberts, M.
    (2011) Taalbeheersing. In: M. Gijsberts, W. Huijnk, R. Vogels (red.). Chinese Nederlanders. Van horeca naar hogeschool. Den Haag: Sociaal en Cultureel Planbureau, 62–77.
     [Google Scholar]
  25. Grammont, M.
    (1902) Observations sur la langue des enfants [Observations on child language]. Paris: Mélanges Meillet.
     [Google Scholar]
  26. Hakuta, K., & d’Andrea, D.
    (1992) Some properties of bilingual maintenance and loss in Mexican background high-school students. Applied Linguistics, 13, 72–99. 10.1093/applin/13.1.72
     https://doi.org/10.1093/applin/13.1.72 [Google Scholar]
  27. Hakuta, K., & Pease-Alvarez, L.
    (1994) Proficiency, choice, and attitudes in bilingual Mexican-American children. InG. Extra & L. Verhoeven (Eds.), The cross-linguistic study of bilingual development (pp.145–164). North-Holland, Amsterdam / Oxford / New York / Tokyo.
     [Google Scholar]
  28. Hinton, L.
    (1999) Involuntary language loss among immigrants: Asian-American linguistic autobiographies (Report No. EDO-FL-99-10). Washington, DC: Office of Educational Research and Improvement (ERIC document Reproduction Service No. ED436982).
     [Google Scholar]
  29. Hummel, K.
    (2014) Introducing Second Language Acquisition: perspectives and practices. John Wiley & Sons Inc.
     [Google Scholar]
  30. Juarros-Daussà, E., & Lanz, T.
    (2009) Re-thinking Balanced Bilingualism: the Impact of Global. Migration in Catalonia. Language Problems and Language Planning, 33 (1), 1–21. 10.1075/lplp.33.1.01jua
     https://doi.org/10.1075/lplp.33.1.01jua [Google Scholar]
  31. Juarros-Daussà, E.
    (2013) Language Transmission among Catalan and Galician Immigrants in New York City. InA. M. Carvalho & S. Beaudrie (Eds.), Selected Proceedings of the 6th Workshop on Spanish Sociolinguistics (pp.148–157). Somerville, MA: Cascadilla Proceedings Project. www.lingref.com, document #2864.
     [Google Scholar]
  32. King, K. A.
    (2013) A Tale of Three Sisters: Language Ideologies, Identities, and Negotiations in a Bilingual, Transnational Family. International Multilingual Research Journal, 7 (1), 49–65. 10.1080/19313152.2013.746800
     https://doi.org/10.1080/19313152.2013.746800 [Google Scholar]
  33. (2016) Language policy, multilingual encounters, and transnational families. Journal of Multilingual and Multicultural Development, 37(7), 726–733. 10.1080/01434632.2015.1127927
     https://doi.org/10.1080/01434632.2015.1127927 [Google Scholar]
  34. King, K. A. & Fogle, L.
    (2006b) Raising bilingual children: Common parental concerns and current research. Washington, DC: Center for Applied Linguistics.
     [Google Scholar]
  35. (2013) Family Language Policy and Bilingual Parenting. Language Teaching, 46 (2), 172–194. 10.1017/S0261444812000493
     https://doi.org/10.1017/S0261444812000493 [Google Scholar]
  36. King, K. A., Fogle, L. & Terry, A. L.
    (2008) Family language policy. Language and Linguistics Compass, 2(5), 907–22. 10.1111/j.1749‑818X.2008.00076.x
     https://doi.org/10.1111/j.1749-818X.2008.00076.x [Google Scholar]
  37. Kondo, K.
    (1998) Social-psychological factors affecting language maintenance: Interviews with Shin Nisei university students in Hawaii. Linguistics and Education, 9(4), 369–408. 10.1016/S0898‑5898(97)90006‑1
     https://doi.org/10.1016/S0898-5898(97)90006-1 [Google Scholar]
  38. Lanza, E.
    (1992) Can bilingual two-year-olds code-switch?Journal of Child Language, 19, 633–58. 10.1017/S0305000900011600
     https://doi.org/10.1017/S0305000900011600 [Google Scholar]
  39. (1997) Language Mixing in Infant Bilingualism: A Sociolinguistic Perspective. Oxford: Oxford University Press.
     [Google Scholar]
  40. Lanza, E. & Wei, L.
    (2016) Multilingual encounters in transcultural families. Journal of Multilingual and Multicultural Development, 37(7), 653–654. 10.1080/01434632.2016.1151198
     https://doi.org/10.1080/01434632.2016.1151198 [Google Scholar]
  41. Lanz, T., Daussà, E. & Pera-Ros, R.
    (2019) Two-way Integration of Heritage and Minoritized Speakers: Voices from Catalonia. InU. Hoinkes & M. Meyer (Eds.), The Impact of Migration on Language and Culture Areas. Hamburg: Peter Lang.
     [Google Scholar]
  42. Lao, C.
    (2004) Parents’ Attitudes Toward Chinese-English Bilingual Education and Chinese-English Use. Bilingual Research Journal, 28(1), 99–121. 10.1080/15235882.2004.10162614
     https://doi.org/10.1080/15235882.2004.10162614 [Google Scholar]
  43. Leopold, W. F.
    (1939–1949) Speech Development of a Bilingual Child. 4vols.Evanston, IL: Northwestern University Press.
     [Google Scholar]
  44. Li, J. & Juffermans, K.
    (2018) Polycentric Repertoires: Constructing Dutch-Chinese Youth Identities in Classrooms and Online. InL. Wei (Eds.), Multilingualism in the Chinese Diaspora Worldwide. Transnational Connections and Local Social Realities (pp.32–46). New York: Routledge.
     [Google Scholar]
  45. Luo, S. H. & Wiseman, R. L.
    (2000) Ethnic language maintenance among Chinese immigrant children in the United States. International Journal of Intercultural Relations, 24(3), 307–324. 10.1016/S0147‑1767(00)00003‑1
     https://doi.org/10.1016/S0147-1767(00)00003-1 [Google Scholar]
  46. Pakir, A.
    (1994) Education and invisible language planning: The case of English in Singapore. InT. Kandiah & K. Kwan-Terry (Eds.), English Language Planning: A Southeast Asian Contribution (pp.158–181). Singapore: Centre for Advanced Studies and Times Academic Press.
     [Google Scholar]
  47. Park, S. M. & Sarkar, M.
    (2007) Parents’ Attitudes Toward Heritage Language Maintenance for Their Children and Their Efforts to Help Their Children Maintain the Heritage Language: A Case Study of Korean-Canadian Immigrants. Language, Culture and Curriculum, 20(3), 223–235. 10.2167/lcc337.0
     https://doi.org/10.2167/lcc337.0 [Google Scholar]
  48. Ronjat, J.
    (1913) Le développement du langage observé chez un enfant bilingue. Paris: Champion.
     [Google Scholar]
  49. Spolsky, B.
    (2009) Language Management. Cambridge: Cambridge University Press. 10.1017/CBO9780511626470
     https://doi.org/10.1017/CBO9780511626470 [Google Scholar]
  50. Tannenbaum, M. & Howie, P.
    (2002) The association between language maintenance And family relations: Chinese immigrant children in Australia. Journal of Multilingual and Multicultural Development, 23(5), 408–424. 10.1080/01434630208666477
     https://doi.org/10.1080/01434630208666477 [Google Scholar]
  51. Tse, L.
    (2001) Resisting and reversing language shift: Heritage-language resilience among U.S. native biliterates. Harvard Educational Review, 71(4), 676–706. 10.17763/haer.71.4.ku752mj536413336
     https://doi.org/10.17763/haer.71.4.ku752mj536413336 [Google Scholar]
  52. Velázquez, I.
    (2018) Household Perspectives on Minority Language Maintenance and Loss. Clevendon: Multilingual Matters.
     [Google Scholar]
  53. Wei, L.
    (2018) Multilingualism in the Chinese Diaspora Worldwide. Transnational Connections and Local Social Realities. New York: Routledge.
     [Google Scholar]
  54. Wong Fillmore, L.
    (1991) When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323–346. 10.1016/S0885‑2006(05)80059‑6
     https://doi.org/10.1016/S0885-2006(05)80059-6 [Google Scholar]
  55. (2000) Loss of Family Languages: Should Educators Be Concerned?Theory into Practice, 39 (4), 203–210. 10.1207/s15430421tip3904_3
     https://doi.org/10.1207/s15430421tip3904_3 [Google Scholar]
  56. Zhu, H. & Wei, L.
    (2016) Transnational experience, aspiration and family language policy. Journal of Multilingual and Multicultural Development, 37(7), 655–666. 10.1080/01434632.2015.1127928
     https://doi.org/10.1080/01434632.2015.1127928 [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1075/japc.00063.dau
Loading
Language transmission among multilingual Chinese immigrant families in the Northern Netherlands
Journal of Asian Pacific Communication 31, 159 (2021); https://doi.org/10.1075/japc.00063.dau
/content/journals/10.1075/japc.00063.dau
/content/journals/10.1075/japc.00063.dau
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): Dutch-Chinese communities in the Netherlands; family language policy; heritage language transmission; multilingual Chinese families

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error