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A Two-Case Study of Arab Family Language Policy.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A Two-Case Study of Arab Family Language Policy./
Author:	Alzahrani, Mohammed.
Description:	1 online resource (293 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
Subject:	Language. -
Online resource:	click for full text (PQDT)
ISBN:	9798678105745

A Two-Case Study of Arab Family Language Policy.
Alzahrani, Mohammed.

A Two-Case Study of Arab Family Language Policy. - 1 online resource (293 pages)

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ph.D.)--Washington State University, 2020.

Includes bibliographical references

This qualitative two-case study aimed at exploring the language policies of two Arab families, one from Libya and one from Saudi Arabia, living in the United States. Interviews, observations, parents' written narratives, children's artifacts, and the researcher's diary were used to collect data. Findings revealed the language beliefs, practices, and management within each family and across both families. The importance of Arabic for both families stemmed from religion, cultural heritage, and pressure from extended family. The families' language policies were influenced by their past experiences. While school, social life, and American culture reinforced children to use English in the Libyan family, parents in the Saudi family supported their child's bilingual identity. In addition, children in both families were influenced by TV to different extents. Reading was perceived as an English practice. To help their children learn Arabic, the Saudi family focused on verbal skills and depended on a biliteracy-rich environment while the Libyan family focused on literacy activities and games. Both families experienced the shortage of Arabic resources and worked on findings possible solutions. Moreover, the Libyan parents had clear language roles and rules compared to the Saudi parents who had developing ones. In both families, children resisted the Arabic language and parents responded by implementing different techniques. The study offered important implications for parents, schools, teachers, and educational policymakers.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798678105745Subjects--Topical Terms:

571568
Language.
Subjects--Index Terms:

BilingualismIndex Terms--Genre/Form:

554714
Electronic books.

A Two-Case Study of Arab Family Language Policy.
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500 $a Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
500 $a Advisor: Salsbury, Thomas L.
502 $a Thesis (Ph.D.)--Washington State University, 2020.
504 $a Includes bibliographical references
520 $a This qualitative two-case study aimed at exploring the language policies of two Arab families, one from Libya and one from Saudi Arabia, living in the United States. Interviews, observations, parents' written narratives, children's artifacts, and the researcher's diary were used to collect data. Findings revealed the language beliefs, practices, and management within each family and across both families. The importance of Arabic for both families stemmed from religion, cultural heritage, and pressure from extended family. The families' language policies were influenced by their past experiences. While school, social life, and American culture reinforced children to use English in the Libyan family, parents in the Saudi family supported their child's bilingual identity. In addition, children in both families were influenced by TV to different extents. Reading was perceived as an English practice. To help their children learn Arabic, the Saudi family focused on verbal skills and depended on a biliteracy-rich environment while the Libyan family focused on literacy activities and games. Both families experienced the shortage of Arabic resources and worked on findings possible solutions. Moreover, the Libyan parents had clear language roles and rules compared to the Saudi parents who had developing ones. In both families, children resisted the Arabic language and parents responded by implementing different techniques. The study offered important implications for parents, schools, teachers, and educational policymakers.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
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650 4 $a Linguistics. $3 557829
650 4 $a English as a second language. $3 1148422
653 $a Bilingualism
653 $a Family Language Policy
653 $a Family Literacy
653 $a First Language Acquisition
653 $a Language Policy
653 $a Second Language Acquisition
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