國立虎尾科技大學 |

Unspoken Dialogues between Educational and Family Language Policies : = Children as Language Policy Agents.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Unspoken Dialogues between Educational and Family Language Policies :/
Reminder of title:	Children as Language Policy Agents.
Author:	Kaveh, Yalda M.
Description:	1 online resource (375 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
Subject:	Bilingual education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355936247

Unspoken Dialogues between Educational and Family Language Policies : = Children as Language Policy Agents.
Kaveh, Yalda M.

Unspoken Dialogues between Educational and Family Language Policies :Children as Language Policy Agents. - 1 online resource (375 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ph.D.)--Boston College, 2018.

Includes bibliographical references

Linguistic assimilation has been historically regarded as a cornerstone for nationalistic sentiments in the United States. Schools have been utilized as influential filtering sites where non-English languages are marginalized, and then assimilated into the dominant American English ways of languaging (Crawford, 1992; Flores, 2014; Heath, 1976; Nieto, 1999; Wiley & Garcia, 2016). Drawing on theories of language policy (Spolsky, 2004) and governmentality (Foucault, 1991), this dissertation examined the links between family language policies and educational language policies at two public elementary schools in the state of Massachusetts during its final year of enforcing an English-only educational policy (Chapter 71A of Massachusetts General Laws). The participants were four fourth grade children, four parents, and eight school staff at two public elementary schools in two different districts (one urban and one suburban). The families spoke Cape Verdean Creole, Mandarin, Portuguese, and Spanish as their heritage languages. The study was designed as a qualitative multiple case study to conduct a multi-sited analysis of language policy. The data for the case studies were collected through surveys of parents, language logs filled by the children, interviews with the children, the parents, and the school staff, as well as weeklong school observations of each child. The units of analysis were family and school as two main language policy contexts the children regularly navigated. Qualitative thematic analysis was used to analyze the data (Braun & Clarke, 2006). The findings indicated that although the families and the schools seemed to appreciate bilingualism, they were still strongly influenced by the historical monoglossic ideologies of the society that convinced them to eventually conform to English in the name of ensuring success for the children. These ideologies were communicated between schools and families as "unspoken dialogues" through children who navigated language policies in both contexts. The findings highlight implications for teacher preparation, curriculum development, language policy research on schools and families, and educational language policies that impact children of immigrants.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355936247Subjects--Topical Terms:

1148431
Bilingual education.
Index Terms--Genre/Form:

554714
Electronic books.

Unspoken Dialogues between Educational and Family Language Policies : = Children as Language Policy Agents.
LDR:03529ntm a2200361Ki 4500 001 920413
005 20181129124502.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355936247
035 $a (MiAaPQ)AAI10808827
035 $a (MiAaPQ)bc:11707
035 $a AAI10808827
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Kaveh, Yalda M. $3 1195204
245 1 0 $a Unspoken Dialogues between Educational and Family Language Policies : $b Children as Language Policy Agents.
264 0 $c 2018
300 $a 1 online resource (375 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Maria Estela Brisk.
502 $a Thesis (Ph.D.)--Boston College, 2018.
504 $a Includes bibliographical references
520 $a Linguistic assimilation has been historically regarded as a cornerstone for nationalistic sentiments in the United States. Schools have been utilized as influential filtering sites where non-English languages are marginalized, and then assimilated into the dominant American English ways of languaging (Crawford, 1992; Flores, 2014; Heath, 1976; Nieto, 1999; Wiley & Garcia, 2016). Drawing on theories of language policy (Spolsky, 2004) and governmentality (Foucault, 1991), this dissertation examined the links between family language policies and educational language policies at two public elementary schools in the state of Massachusetts during its final year of enforcing an English-only educational policy (Chapter 71A of Massachusetts General Laws). The participants were four fourth grade children, four parents, and eight school staff at two public elementary schools in two different districts (one urban and one suburban). The families spoke Cape Verdean Creole, Mandarin, Portuguese, and Spanish as their heritage languages. The study was designed as a qualitative multiple case study to conduct a multi-sited analysis of language policy. The data for the case studies were collected through surveys of parents, language logs filled by the children, interviews with the children, the parents, and the school staff, as well as weeklong school observations of each child. The units of analysis were family and school as two main language policy contexts the children regularly navigated. Qualitative thematic analysis was used to analyze the data (Braun & Clarke, 2006). The findings indicated that although the families and the schools seemed to appreciate bilingualism, they were still strongly influenced by the historical monoglossic ideologies of the society that convinced them to eventually conform to English in the name of ensuring success for the children. These ideologies were communicated between schools and families as "unspoken dialogues" through children who navigated language policies in both contexts. The findings highlight implications for teacher preparation, curriculum development, language policy research on schools and families, and educational language policies that impact children of immigrants.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Bilingual education. $3 1148431
650 4 $a Education policy. $3 1107727
650 4 $a Sociolinguistics. $3 555401
650 4 $a Elementary education. $3 1148439
655 7 $a Electronic books. $2 local $3 554714
690 $a 0282
690 $a 0458
690 $a 0636
690 $a 0524
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Boston College. $b Teacher Education, Special Education, Curriculum and Instruction. $3 1194492
773 0 $t Dissertation Abstracts International $g 79-09A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10808827 $z click for full text (PQDT)