Building expectations: Imagining family language policy and heteroglossic social spaces:
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Citations
The Production of Space
Identity and Language Learning
Successful family language policy: Parents, children and educators in interaction [Book Review]
To mix or not to mix: Parental attitudes towards translanguaging and language management choices:
Working with Mediagrams: A Methodology for Collaborative Research on Mediational Repertoires in Multilingual Families.
References
Handbook of Multilingualism and Multilingual Communication
Identity and Language Learning
Medium request: Talking language shift into being
Bilingual Couples Talk: The discursive construction of hybridity
Intercultural Parenting and the Transcultural Family: A Literature Review:
Related Papers (5)
Invisible and visible language planning: ideological factors in the family language policy of Chinese immigrant families in Quebec
Bilingual Parenting as Good Parenting: Parents' Perspectives on Family Language Policy for Additive Bilingualism.
Frequently Asked Questions (18)
Q2. What future works have the authors mentioned in the paper "Building expectations: imagining family languages policy and heteroglossic social spaces" ?
Future language practices and expectations are of interest to us as researchers but as well to the interviewed parents in their multilingual contexts. All of the parents stress the importance of staying open for new possibilities, allowing the child freedom to express him/herself, even to choose a language that is not the language 24Draft version, November 2016Published version: http: //journals. In the initial interviews, the first part of the data, the authors see the notion of possibility and the same notion is also reframed in the second activity, the building of future language spaces. This perception of spaces of possibilities is linked to the social status, the educational background and the prior life experiences of the parents.
Q3. What is the use of Lefebvre's triadic conception of spatial practices?
the use of Lefebvre's triadic conception of spatial practices, representations of space and spaces of representation provide an analytical tool to talk about the construction of representations of language regimes, closely linked to FLP, with the opportunity to take several layers of meaning-making into account.
Q4. What can be seen in all of the constructions?
What can be seen in all of the constructions is how the participants negotiate borders and limitations of social spaces, some in terms of language borders but others in terms of accessibility of languages, distance and closeness, and resources to overcome (social) distances.
Q5. What languages were used during the interviews?
German and English were used during the interviews: the excerpts are given in the original language and German transcripts are translated into English.
Q6. What is the role of language in the development of a family?
Within families, language ideologies can motivate parents to push their children towards the use of perceived languages of social success, but they can also drive parental support for the maintenance of family languages in minority or migration contexts.
Q7. What is the main framework of analysis?
Lefebvre's (1991) triadic framework of the production of space, which is the main framework of analysis, focuses on the construction of social spaces, as they are negotiated between actors with their discursive power, material constraints, and spatial7Draft version, November 2016Published version: http://journals.sagepub.com/doi/abs/10.1177/1367006916684921practices.
Q8. What languages were connected with biographic events for some of the participants?
Spanish and Turkish were connected with biographic events for some of the participants but carried less importance at the moment of the interviews.
Q9. What happens when the parents are talking?
Negotiation occurs while the parents are talking and trying to find the best place to put the future selves of parents and child.
Q10. What is the meaning of the multilingual self?
These multilingual selves are seen as changing over time, building up experiences to construct one's own positioning as an individual in society.
Q11. What are the two languages mentioned in the interview?
While both interviewees are generally positive about all languages in the interview, only German and Italian are mentioned when speaking about the future of the child.
Q12. What is the relationship between language and the life of the child?
Languages and language use are linked to emotions, memories and fantasies (cf. Kramsch, 2009) and dependence on prior experiences leads the parents to conclusions concerning their future life and, by extension, the life of their child.
Q13. What is the purpose of the second strategy?
A third strategy deals with engaging symbols of mobility that are used in the constructions: Various means of transportation (cars, boats, planes) are used to demonstrate moving between different spaces.
Q14. What did Gauntlett (2007) do to the participants?
After a short period of uninterrupted building, participants were asked to explain their construction, which led to interesting negotiations, possible resignifications, and subsequent shifts in meaning throughout the conversation.
Q15. What is the feeling of both languages?
My feeling is that both are rather central, of course, German, The authorused for the hands, because it is simply more of a language of every day and with other people, but yes, English is very very central.
Q16. What are the main focus areas for the analysis?
The rich multimodal data allow us to look at several interesting aspects of the data for the analysis; however, expressions of future family spaces and the place of the unborn child are focus areas.
Q17. What is the purpose of the study?
While the study deals with the very specific situation of approaching parenthood, the findings, together with its original methodology and analytical framework, shed light on the construction of family language policy as an on-going process, starting before birth.
Q18. What is the relationship between the construction of openness by the parents and their own experience of mobility?
The construction of openness by the parents is highly likely to be linked to their own experience of mobility, of successfully changing their surroundings (in terms of both language use and countries of residence), and their experience of perceiving themselves as taking charge of their own biography.