Loss of Family Languages: Should Educators Be Concerned?

By Lily Wong Fillmore. 2000

517 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/74441ae8c1b07f6c1641b7d5c2d515988059b598

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Yeşim Sevinç
2. Eva Oxelson
3. A. D. Houwer
4. A. Backus
5. B. Jegatheesan
6. Guofang Li
7. Seong M. Park
8. A. He

In Language and Linguistics

1. A. He
2. Yeşim Sevinç
3. Eva Oxelson
4. Seong M. Park
5. Mela Sarkar
6. A. D. Houwer
7. A. Backus
8. B. Jegatheesan

Citations in the corpus

• Anxiety, language use and linguistic competence in an immigrant context: a vicious circle? (2019, background): “This may put a strain on family relationships (Wong Fillmore 2000; Cummins 2003; De Houwer 2015), induce isolation from one’s cultural community (Canagarajah 2008; Oh and Fuligni 2010), and instigate rejection from compatriots in the country of origin (Norton Pierce 1995).”
• Parental language input patterns and children's bilingual use (2007, background): “Wong Fillmore’s concerns found large-scale empirical grounding in Tseng and Fuligni’s (2000) survey of over 600 adolescents from immigrant families in the United States.”
• Multilingual Development in Children with Autism: Perspectives of South Asian Muslim Immigrant Parents on Raising a Child with a Communicative Disorder in Multilingual Contexts (2011, background): “When children are unable to speak or understand their native language, they lose their identity and intimacy with family members (Fillmore, 2000).”
• The Heart of Heritage: Sociocultural Dimensions of Heritage Language Learning (2010, background): “There have been substantive debates at social and political as well as cultural and linguistic levels on whether HLs should be maintained and whether the loss of HLs is part of the price to be paid for becoming acculturated into the mainstream society (Fishman, 1991; Wong Fillmore, 1991, 2000).”
• Parents and mathematics education in a latino community: Redefining parental participation (2005, background): “What is more, there is a growing body of research that suggests that a rift caused by language shift is being created between immigrant parents and their children that may have serious effects on the educational paths of children (Fillmore, 2000).”
• “It's Not My Job”: K–12 Teacher Attitudes Toward Students' Heritage Language Maintenance (2006, background): “…not only diminishes the potential to experience and see the world from different perspectives, but also leads to breakdowns in communication with family members, alienation from ethnic community networks, and lower self-esteem (Snodgrass, 1991; Tannenbaum & Howie, 2002; Wong-Fillmore, 2000).”
• Biliteracy and trilingual practices in the home context: Case studies of Chinese-Canadian children (2006, background): “Research on young children’s bilingual development has discovered that language shift and language loss are widespread, and heritage languages are usually not maintained or rarely developed among the different generations of immigrants (Krashen, 2000; Peyton, Ranard and McGinnis, 2001;Wong Fillmore,”
• 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 (2007, background): “Young members are especially likely to lose their first language easily in the early years of school. in Wong Fillmore’s study, the language shift in the family was led by the children, but this shift had a very negative impact on their family relations, because the family members could not understa”