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Family Language Policy and Heritage Language Development of Children in Transnational Immigrant Families : = A Case of Two Nepali Families in the US.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Family Language Policy and Heritage Language Development of Children in Transnational Immigrant Families :/
Reminder of title:	A Case of Two Nepali Families in the US.
Author:	Ojha, Laxmi Prasad.
Description:	1 online resource (155 pages)
Notes:	Source: Masters Abstracts International, Volume: 81-11.
Contained By:	Masters Abstracts International81-11.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798643197577

Family Language Policy and Heritage Language Development of Children in Transnational Immigrant Families : = A Case of Two Nepali Families in the US.
Ojha, Laxmi Prasad.

Family Language Policy and Heritage Language Development of Children in Transnational Immigrant Families :A Case of Two Nepali Families in the US. - 1 online resource (155 pages)

Source: Masters Abstracts International, Volume: 81-11.

Thesis (M.A.)--Minnesota State University, Mankato, 2020.

Includes bibliographical references

This study explored the family language policy of the transnational Nepali families living in the US regarding how their language ideologies and practices are shaped and in turn shape the heritage language development of their school-age children. Adopting an ethnographic case study research design, the study tried to find the answers to three research questions; 1) What are the beliefs of the two Nepali immigrant families living in the US related to the use of language and what are the sources of these beliefs?; 2) What language practices do they make in different interactional settings and how does that further influence the linguistic behavior of the children?; and 3) What language management efforts are these family members making for the development of language in their children and how do these efforts influence the language and literacy skills of their children?. Data for the study were collected using semi-structured interviews, participant observation, field notes, and analysis of available artifacts related to the study area from two selected families. Analysis of the data done through recursive content analysis showed that despite having a positive attitude towards their heritage language, the families are not able to invest resources and provide adequate support to their children for the development of heritage language and literacy skills. The study also revealed that the children, as members of the linguistically marginalized communities, do not receive any support from the schools and society to help them develop proficiency in their home language.

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

Mode of access: World Wide Web

ISBN: 9798643197577Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Family language policyIndex Terms--Genre/Form:

554714
Electronic books.

Family Language Policy and Heritage Language Development of Children in Transnational Immigrant Families : = A Case of Two Nepali Families in the US.
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520 $a This study explored the family language policy of the transnational Nepali families living in the US regarding how their language ideologies and practices are shaped and in turn shape the heritage language development of their school-age children. Adopting an ethnographic case study research design, the study tried to find the answers to three research questions; 1) What are the beliefs of the two Nepali immigrant families living in the US related to the use of language and what are the sources of these beliefs?; 2) What language practices do they make in different interactional settings and how does that further influence the linguistic behavior of the children?; and 3) What language management efforts are these family members making for the development of language in their children and how do these efforts influence the language and literacy skills of their children?. Data for the study were collected using semi-structured interviews, participant observation, field notes, and analysis of available artifacts related to the study area from two selected families. Analysis of the data done through recursive content analysis showed that despite having a positive attitude towards their heritage language, the families are not able to invest resources and provide adequate support to their children for the development of heritage language and literacy skills. The study also revealed that the children, as members of the linguistically marginalized communities, do not receive any support from the schools and society to help them develop proficiency in their home language.
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