Whose heritage? What inheritance?: conceptualising family language identities

By Sabine Little. 2020

133 citations recorded by the source corpus.

ABSTRACT Migration, global mobility and language learning are well established as independent and interrelated fields of study. With nearly one fifth of children in British primary schools classed as speakers of English as an Additional Language (EAL), there remains much to explore in the field of heritage language research. This paper reports on a survey of 212 heritage language families and ten family interviews with families who, though not living in isolation, are not part of large, well-established, local communities. The study reported here explores the families’ attitudes towards heritage language development, and their efforts to maintain, support or develop the heritage language in their families. The paper puts forward an original framework which can be used to conceptualise how different uses and perceptions of the heritage language use may be linked to identity, and concludes with recommendations on how relatively isolated heritage language families and their small community networks may be better supported to enable children more fully to benefit from the advantages of their multilingual, multicultural capital.

Subfields: Gender Studies, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/bf9a1eac0eec145d56ceddc9db7840e8cde9ad4c

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In Language and Linguistics

1. Elspeth Wilson
2. Napoleon Katsos
3. Lisa-Maria Müller
4. Katie B. Howard
5. Jenny L. Gibson

Citations in the corpus

• Bilingualism in the family and child well-being: A scoping review (2020, background): “Previous work (De Houwer, 2006, 2015; Little, 2017; Wang, 2013) has highlighted that families in language contact situations face a number of challenges.”