Skip to main content Accessibility help
×
Hostname: page-component-76fb5796d-2lccl Total loading time: 0 Render date: 2024-04-25T09:49:55.138Z Has data issue: false hasContentIssue false

Part Five - Socialization in Childhood Multilingualism

Published online by Cambridge University Press:  18 August 2022

Anat Stavans
Affiliation:
Beit Berl College, Israel
Ulrike Jessner
Affiliation:
Leopold-Franzens-Universität Innsbruck, Austria
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Antaki, C., & Widdicombe, S. (1998). Identity as an achievement and as a tool. In Antaki, C. & Widdicombe, S., eds., Identities in Talk. London: Sage, pp. 114.Google Scholar
Bakhtin, M. (1981). The Dialogic Imagination. Four Essays by M. M. Bakhtin, ed. Holquist, M.. Austin: University of Texas Press.Google Scholar
Bamberg, M., De Fina, A., & Schiffrin, D. (2011). Discourse and identity construction. In Schwartz, S. J., Luyckx, K., & Vignoles, V. L., eds., Handbook of Identity Theory and Research. New York: Springer, 177–99.Google Scholar
Barrett, M. (2007). Children’s Knowledge, Belief and Feelings about Nations and National Groups. Hove: Psychology Press.Google Scholar
Berg, C., & Weis, C. (2005). Sociologie de l'enseignement des langues dans un environnement multilingue: Rapport national en vue de l'élaboration du profil des politiques linguistiques éducatives luxembourgeoises. Luxembourg: MENFP/CESIJE.Google Scholar
Bhabha, H. (1994). The Location of Culture. New York: Routledge.Google Scholar
Blackledge, A. & Creese, A. (2010). Multilingualism: A Critical Perspective. London: Continuum.Google Scholar
Block, D. (2007). The rise of identity in SLA research, post Firth and Wagner (1997). The Modern Language Journal, 91, Focus Issue, 863–67.CrossRefGoogle Scholar
Bronfen, E. (1995). Ein Gefühl des Unheimlichen. Geschlechterdifferenz und Identität in Bharati Mukjerjees Roman Jasmin. In Kessler, M. & Wertheimer, J., eds., Multikulturalität. Tübingen: Stauffenburg, pp. 930.Google Scholar
Bronfen, E. & Marius, B. (1997), Hybride Kulturen. Einleitung zur anglo-amerikanischen Multikulturalismus-Debatte. In Bronfen, E., Benjamin, M., & Steffen, Th., eds., Hybride Kulturen. Beiträge zur anglo-amerikanischen Multikulturalismus-Debatte. Tübingen: Stauffenburg, 130.Google Scholar
Canagarajah, S. (2011). Translanguaging in the classroom: Emerging issues for research and pedagogy. Applied Linguistics Review, 2(2011), https://doi.org/10.1515/9783110239331.1.CrossRefGoogle Scholar
Candelier, M., ed. (2003). Evlang – l’éveil aux langues à l’école primaire. Bruxelles: De Boeck-Duculot Carrasco.Google Scholar
Compton-Lilly, C., Papoi, K., Venegas, P. Hamman, L., & Briana Schwabenbauer, B. (2017). Intersectional identity negotiation: The case of young immigrant children. Journal of Literacy Research, 49(1) 115–40.Google Scholar
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Strasbourg: Language Policy Unit, www.coe.int/t/dg4/linguistic/source/framework_en.pdf.Google Scholar
Council of Europe (2009). Autobiography of Intercultural Encounters for Younger Learners. Strasbourg: Council of Europe.Google Scholar
Council of Europe (n.d.). European Language Portfolio (ELP), www.coe.int/en/web/portfolio.Google Scholar
Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 2035.CrossRefGoogle Scholar
Cummins, J. (1981). Four misconceptions about language proficiency in bilingual education. Nabe Journal, 5(3), 3145.CrossRefGoogle Scholar
Cummins, J. (2001). Negotiating Identities: Education for Empowerment in a Diverse Society. 2nd Edition. Los Angeles: California Association for Bilingual Education.Google Scholar
Cummins, J. (2016). L’Éducation bilingue: perspectives internationales sur la recherche et les politiques linguistiques éducatives. In Hélot, C. & Erfurt, J., eds., L’Éducation bilingue en France. Politiques linguistiques, modèles, pratiques. Paris: Éditions Lambert-Lucas, pp. 529–44.Google Scholar
Cummins, J., & Early, M. (2011). Identity Texts: The Collaborative Creation of Power in Multilingual Schools. Stoke-on-Trent: Trentham Books.Google Scholar
Cummins, J., & Hornberger, N. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In Cummins, J. & Hornberger, N., eds., Encyclopedia of Language and Education, 2nd Edition, Vol. 5. New York: Springer: pp. 6575.Google Scholar
De Fina, A. (2003). Identity in Narrative: A Study of Immigrant Discourse. Amsterdam: John Benjamins.CrossRefGoogle Scholar
De Houwer, A. (2015). Harmonious bilingual development: Young families’ well-being in language contact situations. International Journal of Bilingualism, 19 (2): 169–84.Google Scholar
De Florio-Hansen, I., & Hu, A., eds. (2003). Identität und Plurilingualität. Zur Selbst- und Fremdwahrnehmung mehrsprachiger Menschen. Tübingen: Stauffenburg.Google Scholar
Dressler, R. (2014) Exploring linguistic identity in young multilingual learners. TESL Canada Journal/Revue TEST du Canada, 32,(1), 4252.Google Scholar
Ely, R., Abrahams, R., MacGibbon, A., & McCabe, A. (2007). “I beat them all up.” Self-representation in young children’s personal narratives. In Bamberg, M. et al., eds., Selves and Identities in Narrative and Discourse. Amsterdam/Philadelphia: John Benjamins, pp. 159–80.Google Scholar
Ezzi, D. (1998). Theorizing narrative identity: Symbolic interactionism and hermeneutics. Sociological Quarterly, 39, 239–52.Google Scholar
García, O. (2008). Bilingual Education in the 21st Century. A Global Perspective. Boston: Blackwell.Google Scholar
García, O., & Li, W. (2014). Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Gogolin, I. (2013). The “monolingual habitus” as the common feature in teaching in the language of the majority in different countries. Per Linguam, 13(2), 3849.Google Scholar
Gumperz, J. J., & Cook-Gumperz, J. (1982). Introduction: Language and the communication of social identity. In Gumperz, J. J., ed., Language and Social Identity. Cambridge: Cambridge University Press, pp. 121.Google Scholar
Hall, S. (2000). Who needs identity? In du Gay, P., Evans, J., & Redman, P., eds., Identity: A Reader. London: Sage, pp. 1530.Google Scholar
Horner, K., & Weber, J.-J. (2008). The language situation in Luxembourg. Current Issues in Language Planning, 9(1), 69128.CrossRefGoogle Scholar
Hu, A. (2003). Schulischer Fremdsprachenunterricht und migrationsbedingte Mehrsprachigkeit. Tübingen: Narr.Google Scholar
Hu, A. (2014). Languages and identities. In Fäcke, C., ed., Manual of Language Acquisition. Berlin: De Gruyter Mouton, pp. 87102.Google Scholar
Hu, A. (2016). Éducation plurilingue, défis conceptuels, théoriques et politiques In Hélot, C. & Erfurt, J., eds., L’Éducation bilingue en France. Politiques linguistiques, modèles, pratiques. Paris: Éditions Lambert-Lucas, pp. 521–28.Google Scholar
Hu, A. (2018). Plurilingual identities? On the way to an integrative view on language education. In Bonnet, A. & Siemund, P., eds., Foreign Language Education in Multilingual Classrooms. Amsterdam: John Benjamins, pp. 151–72.Google Scholar
Irvine, J. T. (2012). Keeping ethnography in the study of communication. Langage et société, 1(139), 4766.CrossRefGoogle Scholar
Jessner, U. (2006). Linguistic Awareness in Multilinguals: English as a Third Language. Edinburgh: Edinburgh University Press.Google Scholar
Kerby, A. P. (1991). Narrative and the Self. Bloomington: Indiana University Press.Google Scholar
King, K., & Lanza, E. (2017). Ideology, agency, and imagination in multilingual families: An introduction. International Journal of Bilingualism, 23(3), 717–23.Google Scholar
Kolb, A. (2007). Portfolioarbeit. Wie Grundschulkinder ihr Sprachenlernen reflektieren. Tübingen: Narr.Google Scholar
Kramsch, C. (2000). Social discursive constructions of self in L2 learning. In Lantolf, J. P., ed., Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press, pp. 133–54.Google Scholar
Kramsch, C. (2009). The Multilingual Subject. Oxford: Oxford University Press.Google Scholar
Krumm, H.-J. (2001). Kinder und ihre Sprachen. Lebendige Mehrsprachigkeit. Vienna: Eviva.Google Scholar
Krumm, H.-J. (2011). Multilingualism and subjectivity: “Language portraits” by multilingual children. In Zarate, G., Lévy, D., & Kramsch, C., eds., Handbook of Multilingualism and Multiculturalism, Paris: Éditions des Archives Contemporaines, pp. 101–04.Google Scholar
Lanza, E., & Curdt-Christiansen, L., eds. (2018). Multilingual families: Aspirations and challenges. Special issue of International Journal of Multilingualism, 15(3), 231–32.Google Scholar
Lave, J., & Wenger, É. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.Google Scholar
Lewis, G., Jones, B., & Baker, C. (2012) Translanguaging: Developing its conceptualisation and contextualisation. Educational Research and Evaluation. An International Journal on Theory and Practice, 18(7), 655–70.Google Scholar
Linderoos, P. (2016). Mehrsprachigkeit von Lernern mit Migrationshintergrund im finnischen Fremdsprachenunterricht: Perspektiven der Lerner, Lehrpersonen und Erziehungsberechtigen. Jyväskylä Studies in Humanities, https://jyx.jyu.fi/dspace/handle/123456789/48034.Google Scholar
Maurer-Hetto, M. (2009). Struggling with the languages of the background in the trilingual school-system of Luxembourg. International Journal of Multilingualism 6(1), 6884.Google Scholar
Mélo-Pfeifer, S. (2017). Drawing the plurilingual self: How children portray their plurilingual resources. International Review of Applied Linguistics in Language Teaching, 55(1), 4160.Google Scholar
Norton, B. (1997). Language, identity, and the ownership of English, TESOL Quarterly, 31(3), 409–30.Google Scholar
Norton, B. (2012). Identity and language learning. In Byram, M. & Hu, A., eds., Routledge Encyclopedia of Language Teaching and Learning. London/New York: Routledge, pp. 327–32.Google Scholar
Norton, B., & McKinney, C. (2011). An identity approach to second language acquisition. In Atkinson, D., ed., Alternative Approaches to Second Language Acquisition. Oxford: Routledge, pp. 7394.Google Scholar
Obojska, M. (2020). What’s in a name? Identity, indexicality and name-change in an immigrant context. In Hu, A., de Saint-Georges, I., & Obojska, M., eds., European Journal for Applied Linguistics, Special Issue, Capitalizing on Linguistic Diversity in Education.Google Scholar
Palviainen, A., & Bergroth, M. (2018). Parental discourses of language ideology and linguistic identity in multilingual Finland. International Journal of Multilingualism, 15(3), 262–75.Google Scholar
Pavlenko, A., & Lantolf, J. P. (2000). Second language learning as participation and the (re)construction of selves. In Lantolf, J. P., ed., Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press, pp. 155–78.Google Scholar
Pennycook, A. (2010). Language as a Local Practice. London: Routledge.Google Scholar
Péporté, P., Kmec, S., Majérus, B., & Margue, M. (2010), Inventing Luxembourg: Representations of the Past, Space and Language from the Nineteenth to the Twenty-First Century. Leiden: Brill.CrossRefGoogle Scholar
Portnaia, N. (2014). Sprachlernsituation der Kinder mit migrationsbedingter Zwei-Mehrsprachigkeit beim Fremdsprachenlernen in der Grundschule: Eine Qualitative Studie unter besonderer Berücksichtigung der Herkunftssprache Russisch. Berlin: Logos.Google Scholar
Pukarthofer, J. (2017): Building expectations: Imagining family language policies and heteroglossic social spaces. International Journal of Bilingualism, 23(3), 724–39.Google Scholar
Razfar, A. (2012): Narrating beliefs: A language ideologies approach to teacher beliefs. Anthropology & Education Quarterly, 43(1), 6181.Google Scholar
Schwartz, M. (2010). Family language policy: Core issues of an emerging field. Applied Linguistics Review, 1 (2010), 171–92.Google Scholar
Seals, C. A. (2018). Positive and negative identity practices in heritage language education, International Journal of Multilingualism, 15(4), 329–48.Google Scholar
Seele, C. (2016). “Doing Education” between Monolingual Norms and Multilingual Realities: An Ethnography of Multilingualism in Early Childhood Education and Care. New Cottage: E&E Publishing.Google Scholar
Service National de la Jeunesse (2018). L’Éducation plurilingue dans la petite enfance. Luxembourg: Service National de la Jeunesse.Google Scholar
Simoes, K., & Neumann, S. (forthcoming). Young children as actors of institutional language policies and practices in day care centres? Insights from field research in multilingual Luxembourg. In Hu, A., de Saint-Georges, I., & Obojska, M., eds., European Journal for Applied Linguistics, Special Issue, Capitalizing on Linguistic Diversity in Education.Google Scholar
Spotti, M. (2007) “What lies beneath?” Immigrant minority pupils’ identity construction in a multicultural Flemish primary classroom, Journal of Language, Identity, and Education, 6(1), 3151.Google Scholar
Statec (2018). Affichage de tableau – Population totale, luxembourgeoise et étrangère, de résidence habituelle au Luxembourg selon le sexe 1821–2017, https://statistiques.public.lu/st at/TableViewer/tableView.aspx?ReportId=12856&IF_Language=fra&MainTheme=2&FldrName=1.Google Scholar
Straub, J. (2004). Identität. In Jäger, F. & Liebsch, B., eds., Kulturwissenschaften. Ein Handbuch, Vol. 1: Kontexte und Grundbegriffe. Stuttgart: Metzler, pp. 277303.Google Scholar
Tracy, R. (2002). Themenschwerpunkt “Spracherwerb”. Deutsch als Erstsprache: Was wissen wir über die wichtigsten Meilensteine des Erwerbs? Mannheim: Informationsbroschüre der Forschungs- und Kontaktstelle Mehrsprachigkeit.Google Scholar
Tracy, R. (2008). Wie Kinder Sprachen lernen und wie man sie darin unterstützen kann. Tübingen: Francke.Google Scholar
Weber, J.-J. (2009). Multilingualism, Education and Change. Frankfurt am Main: Lang.Google Scholar
Wilkinson, S., & Kitzinger, C. (2003). Constructing identities: A feminist conversation analytic approach to positioning in action. In Harré, R. & Mohaddam, F., eds., The Self and Others: Positioning Individuals and Groups in Personal, Political, and Cultural Contexts. Westport: Praeger, pp. 157–80.Google Scholar

References

Altarriba, J., & Canary, T. M. (2004). Affective priming: The automatic activation of arousal. Journal of Multilingual and Multicultural Development, 25, 248–65, https://doi.org/10.1080/01434630408666531.Google Scholar
Auer, P. (1998). From codeswitching via language mixing to fused lects: Toward a dynamic typology of bilingual speech. International Journal of Bilingualism, 3(4), 309–32, https://doi.org/10.1177/13670069990030040101.Google Scholar
Bail, A., Morini, G., & Newman, R. S. (2015). Look at the gato! Code-switching in speech to toddlers. Journal of Child Language, 42(5), 1073–101, http://dx.doi.org/10.1017/S0305000914000695.Google Scholar
Batalova, J., & Zong, J. (2016). Language Diversity and English Proficiency in the United States, www.migrationpolicy.org/article/language-diversity-and-english-proficiency-united-states.Google Scholar
Belazi, H., Edward, R., & Almeida, J.T. (1994). Code switching and X-bar theory: The functional head constraint. Linguistic Inquiry 25(2), 221–37, http://www.jstor.org/stable/4178859.Google Scholar
Blom, J., & Gumperz, J. (1972). Social meaning in linguistic structures: Code-switching in Norway. In Gumperz, J. & Hymes, D., eds., Directions in Sociolinguistics: The Ethnography of Communication. Holt: Rinehart and Winston, pp. 111–36.Google Scholar
Byers-Heinlein, K., & Lew-Williams, C. (2018). Language comprehension in monolingual and bilingual children. In Fernandez, E. M. & Cairns, H. S., eds., The Handbook of Psycholinguistics. Hoboken: Wiley, pp. 516–35.Google Scholar
Cabrera, N. J., & Hennigar, A. (2019). The Early Home Environment of Latino Children: A Research Synthesis. Bethesda: National Research Center on Hispanic Children & Families, www.hispanicresearchcenter.org/publications/the-early- home-environment-of-latino-children-a-research-synthesis.Google Scholar
Cabrera, N. J., Hennigar, A., Yumiseva, M. Y., & Galindo, C. (2019). Young Latinx children: At the intersections of race and socioeconomic status. In Henry, D. A., Votruba, E. D., & Miller, P., eds., Advances in Child Development and Behavior, Vol. 57. Cambridge, MA: Academic Press, pp. 6599.Google Scholar
Caldwell-Harris, C. L., & Ayçiçeği-Dinn, A. (2009). Emotion and lying in a non-native language. International Journal of Psychophysiology, 71, 193204, https://doi.org/10.1016/j.ijpsycho.2008.09.006.Google Scholar
Callahan, R. M. (2005). English Language Proficiency and Track Placement: Variable Effects on Academic Achievement. Somerville: Cascadilla Press.Google Scholar
Casielles-Suárez, E. (2017). Spanglish: The hybrid voice of Latinos in the United States. Atlantis: Journal of the Spanish Association for Anglo-American Studies, 39(2), 147–68, www.jstor.org/stable/26426334.Google Scholar
Castro, D. C., Gillanders, C., Prishker, N., & Rodriguez, R. (2021). A sociocultural, integrative, and interdisciplinary perspective on the development and education of young bilingual children with disabilities. In Castro, D. C. & Artiles, A. J., eds., Language, Learning and Disability: Issues & Opportunities in the Education of Young Bilingual Children. Bristol: Multilingual Matters.Google Scholar
Cervantes, C. A. (2002). Explanatory emotion talk in Mexican immigrant and Mexican American families. Hispanic Journal of Behavioral Sciences, 24(2), 138–63, https://doi.org/10.1177/0739986302024002003.Google Scholar
Chen, S. H., Kennedy, M., & Zhou, Q. (2012). Parents’ expression and discussion of emotion in the multilingual family: Does language matter? Perspectives on Psychological Science, 7(4), 365–83, https://doi.org/10.1177/1745691612447307.Google Scholar
Chumak-Horbatsch, R. (2008). Early bilingualism: Children of immigrants in an English-language childcare center. Psychology of Language and Communication, 12(1), 327, https://doi.org/10.2478/v10057–008-0001-2.Google Scholar
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–51, https://doi.org/10.3102/00346543049002222.Google Scholar
Cycyk, L. M., & Hammer, C. S. (2018). Beliefs, values, and practices of Mexican immigrant families towards language and learning in toddlerhood: Setting the foundation for early childhood education. Early Childhood Research Quarterly, 52(2020), 2537, https://doi.org/10.1016/j.ecresq.2018.09.009.CrossRefGoogle Scholar
De Houwer, A. (1998). Environmental factors in early bilingual development: The role of parental beliefs and attitudes. In Extra, G. & Verhoeven, L., eds., Bilingualism and Migration. Berlin: Mouton de Gruyter, pp. 7595.Google Scholar
De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411–24, https://doi.org/10.1017/S0142716407070221.Google Scholar
de Mejía, A. M. (2002). Power, Prestige and Bilingualism: International Perspectives on Elite Bilingual Education. Clevedon: Multilingual Matters.Google Scholar
de Onís, C. M. (2017). What’s in an “x”? An exchange about the politics of “Latinx”. Chiricú Journal: Latina/o Literatures, Arts, and Cultures, 1(2), 7891.CrossRefGoogle Scholar
Eisenberg, N., Liew, J., & Pidada, S. U. (2001). The relations of parental emotional expressivity with quality of Indonesian children’s social functioning. Emotion, 1(2), 116–36, https://doi.org/10.1037/1528-3542.1.2.116.Google Scholar
Endo, H., & Reece-Miller, P. (2010). Monolingual ideology in the US: History, hegemony, and linguistic privilege. Counterpoints, 355, 8398, https://www.jstor.org/stable/42980570.Google Scholar
Espinosa, L. M. (2015). Challenges and benefits of early bilingualism in the United States’ context. Global Education Review, 2(1), 4053.Google Scholar
Fitzgerald, J. (1993). Literacy and students who are learning English as a second language. The Reading Teacher, 46(8), 638–47, www.jstor.org/stable/20201160.Google Scholar
Flores-Ferrán, N., & Suh, S. (2015). A case study of a Korean-American family’s code switching during conflict-related interaction. Journal of Language Aggression and Conflict, 3(2), 289317, https://doi.org/10.1075/jlac.3.2.03flo.Google Scholar
Gallagher-Geurtsen, T. (2007). Linguistic privilege: Why educators should be concerned. Multicultural Perspectives, 9(1), 4044, https://doi.org/10.1080/15210960701334094.Google Scholar
Gándara, P., Moran, R., & García, E. E. (2004). Legacy of Brown: Lau and language policy in the United States. Review of Research in Education, 28, 2746, https://doi.org/10.3102/0091732X028001027.Google Scholar
García, O., Kleifgen, J. A., & Falchi, L. (2008). From English language learners to emergent bilinguals. Equity Matters: Research Review No. 1. New York: Teachers College, Columbia University.Google Scholar
García, O., & Torres-Guevara, R. (2009). Monoglossic ideologies and language policies in the education of US Latinas/os. In Murillo, E. G. Jr., Villenas, S. A., Galván, R. T., Muñoz, J. S., Martínez, C., & Machado-Casas, M., eds., Handbook of Latinos and Education: Theory, Research, and Practice. New York: Routledge, pp. 182–93.Google Scholar
García Coll, C., Lamberty, G., Jenkins, R., McAdoo, H., Crnic, K., Wasik, B., & Vázquez García, H. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891–914, https://doi.org/10.1111/j.1467-8624.1996.tb01834.x.Google Scholar
Genesee, F. (2008). Bilingual first language acquisition: Evidence from Montreal. Diversité urbaine, 2008, 926, https://doi.org/10.7202/019559ar.Google Scholar
Goodz, N. S. (1989). Parental language mixing in bilingual families. Infant Mental Health Journal, 10(1), 2544, https://doi.org/10.1002/1097-0355(198921)10:1<25::AID-IMHJ2280100104>3.0.CO;2-R.Google Scholar
Grosjean, F. (1998). Studying bilinguals: Methodological and conceptual issues. Bilingualism: Language and Cognition, 1(2), 131–49, https://doi.org/10.1017/S136672899800025X.Google Scholar
Grosjean, F. (2010). Bilingual: Life and Reality. Cambridge, MA: Harvard University Press.Google Scholar
Guardado, M. (2011). Language and literacy socialization as resistance in Western Canada. In Potowski, K. & Rothman, J., eds., Bilingual Youth: Spanish in English-Speaking Societies. Amsterdam: John Benjamins, pp. 42177.Google Scholar
Gumperz, J. J. (1977). The sociolinguistic significance of conversational code-switching. RELC Journal, 8(2), 134, https://doi.org/10.1177/003368827700800201.CrossRefGoogle Scholar
Gumperz, J. J. (1982). Discourse Strategies. Cambridge: Cambridge University Press.Google Scholar
Gutiérrez, K., & Orellana, M. (2006). At last: The “problem” of English learners: Constructing genres of difference. Research in the Teaching of English, 40(4), 502–07, www.jstor.org/stable/40171712.Google Scholar
Harris, C. L., Gleason, J. B., & Aycicegi, A. (2006). When is a first language more emotional? Psychophysiological evidence from bilingual speakers. In Pavlenko, A., ed., Bilingual Minds: Emotional Experience, Expression, and Representation. Bristol: Multilingual Matters.Google Scholar
Haviland, J. B. (2003). Ideologies of language: some reflections on language and US law. American Anthropologist, 105(4), 64774, https://doi.org/10.1525/aa.2003.105.4.764.Google Scholar
Hoff, E., Rumiche, R., Burridge, A., Ribot, K. M., & Welsh, S. N. (2014). Expressive vocabulary development in children from bilingual and monolingual homes: A longitudinal study from two to four years. Early Childhood Research Quarterly, 29(4), 433–44. https://doi.org/10.1016/j.ecresq.2014.04.012Google Scholar
Hoff, E., Welsh, S., Place, S., & Ribot, K. M. (2013). Properties of dual language input that shape bilingual development and properties of environments that shape dual language input. In Grüter, T. & Paradis, J., eds., Input and Experience in Bilingual Development. Amsterdam: John Benjamins, pp. 119–40.Google Scholar
Hoffman, G. (1971). Puerto Ricans in New York: A language-related ethnographic summary. In Fishman, J., Cooper, R., & Ma, R., eds., Bilingualism in the Barrio. Bloomington: Indiana University Press, pp. 2076.Google Scholar
Hua, Z. (2008). Duelling languages, duelling values: Codeswitching in bilingual intergenerational conflict talk in diasporic families. Journal of Pragmatics, 40(10), 1799–816, https://doi.org/10.1016/j.pragma.2008.02.007.Google Scholar
King, K., & Fogle, L. (2006). Bilingual parenting as good parenting: Parents’ perspectives on family language policy for additive bilingualism. International Journal of Bilingual Education and Bilingualism, 9(6), 695712, https://doi.org/10.2167/beb362.0.Google Scholar
King, K. A., Fogle, L, & Logan-Terry, A. (2008). Family language policy. Language and Linguistics Compass, 2(5), 907–22. https://doi.org/10.1111/j.1749-818X.2008.00076.x.Google Scholar
Lanza, E. (1997). Language contact in bilingual two-year-olds and code-switching: Language encounters of a different kind? International Journal of Bilingualism, 1(2), 135–62, https://doi.org/10.1177/136700699700100203.Google Scholar
Lee, M., Shetgiri, R., Barina, A., Tillitski, J., & Flores, G. (2015). Raising bilingual children: A qualitative study of parental attitudes, beliefs, and intended behaviors. Hispanic Journal of Behavioral Sciences, 37(4), 503–21, https://doi.org/10.1177/0739986315602669.Google Scholar
López, F. A. (2009). Developmental considerations and acculturation of children: Measures and issues. Hispanic Journal of Behavioral Sciences, 31(1), 5772, https://doi.org/10.1177/0739986308327958.Google Scholar
López, M. H., Krogstad, J. M. & Flores, A. (2018). Key Facts about Young Latinos, One of the Nation’s Fastest-Growing Populations. Washington, DC: Pew Research Center, www.pewresearch.org/fact-tank/2018/09/13/key-facts-about-young-latinos/.Google Scholar
Luykx, A. (2003). Whose language is it anyway? Historical fetishism and the construction of expertise in Bolivian language planning. Current Issues in Comparative Education, 5(3), 92102, https://www.tc.columbia.edu/cice/pdf/25735_5_2_Luykx.pdf.Google Scholar
MacSwan, J., ed. (2014). Grammatical Theory and Bilingual Codeswitching. Cambridge, MA: MIT Press.Google Scholar
McLeod, S., Harrison, L. J., Whiteford, C., & Walker, S. (2016). Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school. Early Childhood Research Quarterly, 34, 5366, https://doi.org/10.1016/j.ecresq.2015.08.005.Google Scholar
Melzi, G., & Fernández, C. (2004). Talking about past emotions: Conversations between Peruvian mothers and their preschool children. Sex Roles, 50(9–10), 641–57, https://doi.org/10.1023/B:SERS.0000027567.55262.10.Google Scholar
Melzi, G., McWayne, C., Prishker, N., & Wisnia, J. (2021). Por los niños: Latine caregivers’ reflections on parenting. Journal of Latinos & Education, 1–20. DOI:10.1080/15348431.2021.1971085Google Scholar
Myers-Scotton, C. (1993). Common and uncommon ground: Social and structural factors in codeswitching. Language in Society, 22(4), 475503, www.jstor.org/stable/4168471.Google Scholar
Ochoa, W., McWayne, C. M., & Melzi, G. (forthcoming). Parenting while Latine: Bicultural Socialization Values and Practices in Support of Preschool Children’s Well-being.Google Scholar
Paradis, J. (2012). Cross-linguistic influence and code switching. In Goldstein, B. A., ed., Bilingual Language Development and Disorders in Spanish-English Speakers. Baltimore: Brookes, pp. 7392.Google Scholar
Paradis, J., Genesee, F., & Crago, M. (2011). Dual Language Development & Disorders: A Handbook on Bilingualism & Second Language Learning, 2nd Ed. Baltimore: Brookes.Google Scholar
Pavlenko, A. (2004). “Stop doing that, ia komu skazala!”: Language choice and emotions in parent–child communication. Journal of Multilingual and Multicultural Development, 25(2–3), 179203, https://doi.org/10.1080/01434630408666528.CrossRefGoogle Scholar
Pavlenko, A. (2006). Bilingual selves. In Pavlenko, A., ed., Bilingual Minds: Emotional Experience, Expression and Representation. Bristol: Multilingual Matters.Google Scholar
Pavlenko, A. (2007). Emotions and Multilingualism. Cambridge: Cambridge University Press.Google Scholar
Pavlenko, A. (2008). Emotion and emotion-laden words in the bilingual lexicon. Bilingualism: Language and Cognition, 11(2), 147–64, https://doi.org/10.1017/S1366728908003283.Google Scholar
Pearson, B. Z. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28(3), 399410, https://doi.org/10.1017/S014271640707021X.Google Scholar
Pease-Alvarez, L. (2002). Moving beyond linear trajectories of language shift and bilingual language socialization. Hispanic Journal of Behavioral Sciences, 24(2), 114–37, https://doi.org/10.1177/0739986302024002002.Google Scholar
Pease-Alvarez, C., & Vasquez, O. (1994). Language socialization in ethnic minority communities. In Genesee, F. & Richards, J. C., eds., Educating Second Language Children: The Whole Child, the Whole Curriculum, the Whole Community. Cambridge: Cambridge University Press, pp. 82102.Google Scholar
Pérez Rivera, M. B., & Dunsmore, J. C. (2011). Mothers’ acculturation and beliefs about emotions, mother–child emotion discourse, and children’s emotion understanding in Latino families. Early Education and Development, 22(2), 324–54, https://doi.org/10.1080/10409281003702000.Google Scholar
Piller, I. (2001). Private language planning: The best of both worlds? Estudios de Sociolingüística, 2(1), 6180.Google Scholar
Rodríguez, M. V. (2015). Families and educators supporting bilingualism in early childhood. School Community Journal, 25(2), 177–94.Google Scholar
Schecter, S. R., & Bayley, R. (2002). Language as Cultural Practice: Mexicanos en el Norte. Bristol: Multilingual Matters.Google Scholar
Schecter, S. R., Sharken-Taboada, D., & Bayley, R. (1996). Bilingual by choice: Latino parents’ rationales and strategies for raising children with two languages. Bilingual Research Journal, 20(2), 261–81, https://doi.org/10.1080/15235882.1996.10668630.CrossRefGoogle Scholar
Schieffelin, B. B. (1994). Code-switching and language socialization: Some probable relationships. In Duchan, J. F., Hewitt, L. E., & Sonnenmeier, R. M., eds., Pragmatics: From Theory to Practice. Englewood Cliffs: Prentice- Hall, pp. 2042.Google Scholar
Schwartz, M. (2010). Family language policy: Core issues of an emerging field. Applied Linguistics Review, 1, 171–92, https://doi.org/10.1515/9783110222654.171.Google Scholar
Shin, S. Y. (2010). The functions of code-switching in a Korean Sunday school. Heritage Language Journal, 7(1), 91116.Google Scholar
Sims, M., Ellis, E. M., & Knox, V. (2016). Parental plurilingual capital in a monolingual context: Investigating strengths to support young children in early childhood settings. Early Childhood Education Journal, 45(6), 777–87, https://doi.org/10.1007/s10643–016-0826-6.Google Scholar
Stavans, A. (1992). Sociolinguistic factors affecting codeswitches produced by trilingual children. Language, Culture and Curriculum, 5(1), 4153, https://doi.org/10.1080/07908319209525113.Google Scholar
Stavans, A., & Swisher, V. (2006). Language switching as a window on trilingual acquisition. International Journal of Multilingualism, 3(3), 193220, https://doi.org/10.2167/ijm020.0.Google Scholar
Tao, A., Zhou, Q., Lau, N., & Liu, H. (2012). Chinese American immigrant mothers’ discussion of emotion with children. Journal of Cross-Cultural Psychology, 44(3), 478501, https://doi.org/10.1177/0022022112453318.Google Scholar
Toribio, J. A. (2001). Accessing bilingual code-switching competence. International Journal of Bilingualism, 5(4), 403–36, https://doi.org/10.1177/13670069010050040201.Google Scholar
Tsai, J. L., Miao, F. F., Seppala, E., Fung, H. H., & Yeung, D. Y. (2007). Influence and adjustment goals: Sources of cultural differences in ideal affect. Journal of Personality and Social Psychology, 92(6), 1102–17, https://doi.org/10.1037/0022-3514.92.6.1102.Google Scholar
US Census Bureau (2015). Census Bureau reports at least 350 languages spoken in US homes, www.census.gov/newsroom/press-releases/2015/cb15-185.html.Google Scholar
US Department of Health & Human Services. (2020). Poverty guidelines, https://aspe.hhs.gov/poverty-guidelines.Google Scholar
Valdés, G., Poza, L., & Brooks, M. D. (2015). Language acquisition in bilingual education. In Wright, W. E., Boun, S., & García, O., eds., The Handbook of Bilingual and Multilingual Education. Chichester: Wiley-Blackwell, pp. 5674.Google Scholar
Velázquez, I. (2009). Intergenerational Spanish transmission in El Paso, Texas: Parental perceptions of cost/benefit. Spanish in Context, 6(1), 6984, https://doi.org/10.1075/sic.6.1.05vel.Google Scholar
Wang, Q. (2001). “Did you have fun?” American and Chinese mother–child conversations about shared emotional experiences. Cognitive Development, 16(2), 693715, https://doi.org/10.1016/S0885–2014(01)00055-7.Google Scholar
Wang, W. (2019). Code-switching and its role in language socialization. International Journal of Bilingual Education and Bilingualism, 22(7), 787800, https://doi.org/10.1080/13670050.2017.1313809.Google Scholar
Wierzbicke, A. A. (2008). Conceptual basis for research into emotions and bilingualism. Bilingualism: Language and Cognition, 11(2), 193195. https://doi.org/10.1017/S1366728908003362.Google Scholar
Wiley, T. G., & Lukes, M. (1996). English-only and Standard English ideologies in the US. TESOL Quarterly, 30(3), 511–35, https://doi.org/10.2307/3587696.Google Scholar
Woolard, K. (2004). Codeswitching. In Duranti, A., ed., A Companion to Linguistic Anthropology. Malden: Blackwell.Google Scholar
Worthy, J., & Rodríguez-Galindo, A. (2006). “Mi hija vale dos personas”: Latino immigrant parents’ perspectives about their children’s bilingualism. Bilingual Research Journal, 30(2), 579601, https://doi.org/10.1080/15235882.2006.10162891.Google Scholar
Yan, R. L. (2003). Parental perceptions on maintaining heritage languages of CLD students. Bilingual Review, 27(2), 99113, www.jstor.org/stable/25745785.Google Scholar
Zentella, A. C. (1997). Growing Up Bilingual: Puerto Rican Children in New York. Malden: Blackwell.Google Scholar
Zentella, A. C. (2017). “Limpia, fija y da esplendor”: Challenging the symbolic violence of the Royal Spanish Academy. Chiricú Journal: Latina/o Literatures, Arts, and Cultures, 1(2), 2142, https://doi.org/10.2979/chiricu.1.2.04.Google Scholar
Zong, J., Batalova, J., & Hallock, J. (2019). Frequently requested statistics on immigrants and immigration in the United States. Migration Policy Institute, www.migrationpolicy.org/article/frequently-requested-statistics-immigrants-and-immigration-united-states-7.Google Scholar

References

Albirini, A. (2015). Factors affecting the acquisition of plural morphology in Jordanian Arabic. Journal of Child Language, 42(4), 734–62.Google Scholar
Allen, S. (2007). The future of Inuktitut in the face of majority languages: Bilingualism or language shift? Applied Psycholinguistics, 28(3), 515–36.Google Scholar
Allen, S. Crago, M., & Presco, D. (2006). The effect of majority language exposure on minority language skills: The case of Inuktitut. International Journal of Bilingual Education and Bilingualism, 9(5), 578–96.Google Scholar
Anderson, R. (1999). Loss of gender agreement in L1 attrition: Preliminary results. Bilingual Research Journal, 23(4), 389408.Google Scholar
Anderson, R. (2001). Lexical morphology and verb use in child first language loss. A preliminary case study investigation. International Journal of Bilingualism, 5(4), 377401.Google Scholar
Cenoz, J. (2013). The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, 46(1), 7186.Google Scholar
Coşkun-Kunduz, A. & Montrul, S. (2021). Sources of variability in the acquisition of Differential Object Marking by Turkish heritage language children in the United States. Bilingualism: Language and Cognition, 1–14.Google Scholar
Cummins, J., & Danesi, M. (1990). Heritage Languages: The Development and Denial of Canada’s Linguistic Resources. Toronto: Garamond Press.Google Scholar
Deuchar, M., & Quay, S. (2000). Bilingual Acquisition: Theoretical Implications of a Case Study. Oxford: Oxford University Press.Google Scholar
Domínguez, L., Hicks, G., & Slabakova, R. (2019). Choice of words matters, but so does scientific accuracy: Reply to peer commentaries. Studies in Second Language Acquisition, 41(2), 283–86.Google Scholar
Flores, C., & Barbosa, P. (2014). When reduced input leads to delayed acquisition: A study on the acquisition of clitic placement by Portuguese heritage speakers. International Journal of Bilingualism, 18(3), 304–25.Google Scholar
Fukuda, M. (2017). Language use in the context of double minority: The case of Japanese–Catalan/Spanish families in Catalonia. International Journal of Multilingualism, 14(4), 401–18.Google Scholar
Gathercole, V. C. M., & Thomas, E. M. (2009). Bilingual first-language development: Dominant language takeover, threatened minority language take-up. Bilingualism: Language and Cognition, 12(2), 213–37.Google Scholar
Grosjean, F. (2008). Studying Bilinguals. Oxford: Oxford University Press.Google Scholar
Hakuta, K., & D’Andrea, D. (1992). Some properties of bilingual maintenance and loss in Mexican background high-school students. Applied Linguistics, 13(1), 7299.Google Scholar
Jia, G., & Aaronson, D. (2003). A longitudinal study of Chinese children and adolescents learning English in the United States. Applied Psycholinguistics, 24(1), 131–61.Google Scholar
Jia, R., & Paradis, J. (2015). The use of referring expressions in narratives by Mandarin heritage language children and the role of language environment factors in predicting individual differences. Bilingualism: Language and Cognition, 18(4), 737–52.Google Scholar
Jia, R., & Paradis, J. (2020). The acquisition of relative clauses by Mandarin heritage language children. Linguistic Approaches to Bilingualism, 10(20), 153–83.Google Scholar
Juan-Garau, M. (2014). Heritage language use and maintenance in multilingual communities. Applied Linguistics Review, 5(2), 425–40.CrossRefGoogle Scholar
Kaufman, D., & Aronoff, M. (1991). Morphological disintegration and reconstruction in first language attrition. In Seliger, H. & Vago, R., eds., First Language Attrition, pp. 175–88. Amsterdam: John Benjamins.Google Scholar
Kupisch, T., & Rothman, J. (2018). Terminology matters! Why difference is not incompleteness and how early child bilinguals are heritage speakers. International Journal of Bilingualism, 22(5), 564–82.Google Scholar
Maneva, B., & Genesee, F. (2002). Bilingual babbling: Evidence for language differentiation in dual language acquisition. In Skarabela, B., Fish, S., & Do, A. H.-J., eds., Proceedings of the 26th Annual Boston University Conference on Language Development, pp. 383–92. Somerville: Cascadilla Press.Google Scholar
Merino, B. (1983). Language loss in bilingual Chicano children. Journal of Applied Developmental Psychology, 4(3), 277–94.Google Scholar
Montanari, S. (2006). Language Differentiation in Early Trilingual Development: Evidence from a Case Study. PhD dissertation, University of Southern California.Google Scholar
Montanari, S. (2009). Multi-word combinations and the emergence of differentiated ordering patterns in early trilingual development. Bilingualism: Language and Cognition, 12(4), 503–19.Google Scholar
Montanari, S. (2013). Productive trilingualism in infancy. What makes it possible? World Journal of English Language, 3(1), 6277.Google Scholar
Montrul, S. (2002). Incomplete acquisition and attrition of Spanish tense/aspect distinctions in adult bilinguals. Bilingualism: Language and Cognition, 5(1), 3968.Google Scholar
Montrul, S. (2008). Incomplete Acquisition in Bilingualism. Reexamining the Age Factor. Amsterdam: John Benjamins.Google Scholar
Montrul, S. (2016). The Acquisition of Heritage Languages. Cambridge: Cambridge University Press.Google Scholar
Montrul, S., & Potowski, K. (2007). Command of gender agreement in school-age Spanish bilingual children. International Journal of Bilingualism, 11(3), 301–28.Google Scholar
Montrul, S., & Silva-Corvalán, C. (2019). The social context contributes to the incomplete acquisition of aspects of heritage languages. A critical commentary. Studies in Second Language Acquisition, 41(2), 269273.Google Scholar
Montrul, S., Bhatt, R., Bhatia, A., & Puri, V. (2019). Case marking in Hindi as the weaker language. Frontiers in Psychology, 10, 461, https://doi.org/10.3389/fpsyg.2019.00461.Google Scholar
Montrul, S., & Yoon, J. (2019). Morphology in language attrition. In Aronoff, M. et al., eds., Oxford Research Encyclopedia of Linguistics. Oxford: Oxford University Press, oxfordre.com/linguistics.Google Scholar
Mueller Gathercole, V. (2002a). Command of the mass/count distinction in bilingual and monolingual children. An English morphosyntactic distinction. In Oller, D. K. & Eilers, R., eds., Language and Literacy in Bilingual Children. Clevedon: Multilingual Matters, pp. 175206.Google Scholar
Mueller Gathercole, V. (2002b). Grammatical gender in monolingual and bilingual acquisition. A Spanish morphosyntactic distinction. In Oller, D. K. & Eilers, R., eds., Language and Literacy in Bilingual Children. Clevedon: Multilingual Matters, pp. 207–19.Google Scholar
Mueller Gathercole, V. (2002c). Monolingual and bilingual acquisition. Learning different treatments of the that-trace phenomena in English and Spanish. In Oller, D. K. & Eilers, R., eds., Language and Literacy in Bilingual Children. Clevedon: Multilingual Matters, pp. 22054.Google Scholar
O’Grady, W., Kwak, H. Y., Lee, O.-S., & Lee, M. (2011). An emergentist perspective on heritage language acquisition. Studies in Second Language Acquisition, 33(2), 223–46.Google Scholar
Oller, K., & Jarmulowicz, L. (2009). Language and literacy in bilingual children in the early school years. In Hoff, E. & Shatz, M., eds., Blackwell Handbook of Language Development. Malden: Wiley-Blackwell, pp. 368–87.Google Scholar
Oller, D. K., Pearson, B., & Cobo-Lewis, A. (2007). Profile effects in early bilingual language and literacy. Applied Psycholinguistics, 28(2), 495514.Google Scholar
Otheguy, R. (2016). The linguistic competence of second-generation bilinguals: A critique of “incomplete acquisition”. In Tortora, C., den Dikken, M., Montoya, I. L., & O’Neill, T., eds., Romance Linguistics 2013. Amsterdam: John Benjamins, pp. 301–20.Google Scholar
Paradis, J. (2001). Do bilingual two-year-olds have separate phonological systems? International Journal of Bilingualism, 5(1), 1938.Google Scholar
Paradis, J. (2007). Early bilingualism and multilingual acquisition. In Auer, P. & Li, W., eds., Handbook of Multilingualism and Multilingual Communication. Berlin: Mouton de Gruyter, pp. 1544.Google Scholar
Paradis, J. (2011). Individual differences in child English second language acquisition: Comparing child-internal and child-external factors. Linguistic Approaches to Bilingualism, 1(3), 213–37.Google Scholar
Pascual y Cabo, D., & Rothman, J. (2012). The (il)logical problem of heritage speaker bilingualism and incomplete acquisition. Applied Linguistics, 33(4), 450–55.Google Scholar
Pearson, B. (2007). Social factors in childhood bilingualism in the United States. Applied Psycholinguistics, 28(3), 399410.Google Scholar
Pearson, B., Fernández, S., & Oller, D. (1995). Cross-language synonyms in the lexicons of bilingual infants: One system or two? Journal of Child Language, 22(2), 345–68.Google Scholar
Polinsky, M. (2006). Incomplete acquisition: American Russian. Journal of Slavic Linguistics, 14(2), 191262.Google Scholar
Polinsky, M. (2018). Heritage Languages and Their Speakers. Cambridge: Cambridge University Press.Google Scholar
Quay, S. (2008). Dinner conversations with a trilingual two-year-old: Language socialization in a multilingual context. First Language, 28(1), 533.Google Scholar
Silva-Corvalán, C. (2014). Bilingual Language Acquisition: Spanish and English in the First Six Years. Cambridge: Cambridge University Press.Google Scholar
Silva-Corvalán, C. (2018). Bilingual acquisition: Difference or incompleteness? In Shin, N. L. & Erker, D., eds., Questioning Theoretical Primitives in Linguistic Inquiry: Papers in Honor of Ricardo Otheguy. Amsterdam/Philadelphia: John Benjamins, pp. 245–68.Google Scholar
Stavans, A., Olshtain, E., & Goldzweig, G. (2009). Parental perceptions of children’s literacy and bilingualism: The case of Ethiopian immigrants in Israel. Journal of Multilingual and Multicultural Development, 30(2), 111–26.Google Scholar
Wong-Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6(3), 323–46.Google Scholar
Wright, S., Taylor, D., & Macarthur, J. (2000). Subtractive bilingualism and the survival of the Inuit language: Heritage-versus second-language education. Journal of Educational Psychology, 92(1), 6384.Google Scholar

References

Alexander, N. (1989). Language Policy and National Unity in South Africa/Azania. Cape Town: Buchu Books.Google Scholar
Antia, B. E., & Dyers, C. (2016). Epistemological access through lecture materials in multiple modes and language varieties: The role of ideologies and multilingual literacy practices in student evaluations of such materials at a South African University. Language Policy, 15(4), 525–45.Google Scholar
Banda, F. (2003). A survey of literacy practices in black and coloured communities in South Africa: Towards a pedagogy of multiliteracies. Language Culture and Curriculum, 16(2), 106–29.Google Scholar
Banda, F. (2009). Critical perspectives on language planning and policy in Africa: Accounting for the notion of multilingualism. Stellenbosch Papers in Linguistics (SPIL) PLUS, 38, 111.Google Scholar
Bloch, C. (1999a). Literacy in the early years: Teaching and learning in multilingual early childhood classrooms. International Journal of Early Years Education, 7(1), 3959.Google Scholar
Bloch, C. (1999b). The potential of early childhood for developing and sustaining literacy in Africa. Social Dynamics, 25(1), 101–29.Google Scholar
Bloch, C. (2000). Don’t expect a story: Young children’s literacy learning in South Africa. Early Years, 20(2), 5767.Google Scholar
Bloch, C. (2004). Enabling Effective Literacy Learning in Multilingual South African Early Childhood Classrooms. Cape Town: PRAESA Occasional Papers No. 16.Google Scholar
Bloch, C. (2006). Theory and Strategy of Early Literacy in Contemporary Africa with Special Reference to South Africa. Cape Town: PRAESA Occasional Papers No. 25.Google Scholar
Botha, L. J. (2015). Language Learning, Power, Race and Identity: White Men, Black Language. Amsterdam: Multilingual Matters.Google Scholar
Bratland, K. (2016). Visual representation of multilingualism in early childhood classrooms in Cape Town, South Africa. Journal of the European Teacher Education Network, 11, 142–49.Google Scholar
Burger, R., Steenekamp, C. L., Van der Berg, S., & Zoch, A. (2015). The emergent middle class in contemporary South Africa: Examining and comparing rival approaches. Development Southern Africa, 32(1), 2540.Google Scholar
Chikovore, J., Makusha, T., Muzvidziwa, I., & Richter, L. (2012). Children’s learning in the diverse sociocultural context of South Africa. Childhood Education, 88(5), 304–08.Google Scholar
Coetzee-Van Rooy, S. (2012). Flourishing functional multilingualism: Evidence from language repertoires in the Vaal Triangle region. International Journal of the Sociology of Language, 218, 87119.Google Scholar
Coetzee-Van Rooy, S. (2013). Afrikaans in contact with English: Endangered language or case of exceptional bilingualism? International Journal of the Sociology of Language, 224, 179207.Google Scholar
Coetzee-Van Rooy, S. (2014). Explaining the ordinary magic of stable African multilingualism in the Vaal Triangle region in South Africa. Journal of Multilingual and Multicultural Development, 35(2), 121–38.Google Scholar
Coetzee-Van Rooy, S. (2016a). The language repertoire of a Venda home language speaker: Reflections on methodology. Language Matters, 47(2), 269–96.Google Scholar
Coetzee-Van Rooy, S. (2016b). Multilingualism and social cohesion: Insights from South African students (1998, 2010, 2015). International Journal of the Sociology of Language, 242, 239–65.Google Scholar
Ditsele, T. (2017). Testing the impact of known variables on the attitudes held by Setswana L1-speaking university students towards their L1. Literator (Potchefstroom Online), 38(1), 115.Google Scholar
Ditsele, T., & Mann, C. C. (2014). Language contact in African urban settings: The case of Sepitori in Tshwane. South African Journal of African Languages, 34(2), 159–65.Google Scholar
Dyers, C., & Antia, B. E. (2019). Multilingual and multimodal mediation in one university module: The people and processes involved. Southern African Linguistics and Applied Language Studies, 37(1), 6276.Google Scholar
Fishman, J., ed. (1968). Readings in the Sociology of Language. The Hague: Mouton.Google Scholar
Goduka, I. (1997). Rethinking the status of early childhood care and education (ECCE) in rural and urban areas of South Africa. Early Education and Development, 8(3), 307–21.Google Scholar
Inkeri, R. (2019). “Race” Conditioning Social Cohesion in the Post-Apartheid Cape Town Neighbourhood. PhD thesis, University of Helsinki.Google Scholar
Johanson Botha, L., & Baxen, J. (2018). Insights from South African students preparing for early childhood teaching: Contexts neglected in teacher preparation. Journal of Education for Teaching, 44(4), 446–60.Google Scholar
Kruger, C. (2018). Die verhouding tussen taal en sosiale integrasie in Suid-Afrika. [The Relationship between Language and Social Integration in South Africa]. MA thesis, North-West University, South Africa.Google Scholar
Lafon, M. (2010). Promoting social cum racial integration in South Africa by making an African language a national senior certificate pass requirement. Sibe simunye at last! AlterNation, 17(1), 417–43.Google Scholar
Makalela, L. (2015a). Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200–17.Google Scholar
Makalela, L. (2015b). Translanguaging as a vehicle for epistemic access: Cases for reading comprehension and multilingual interactions. Per Linguam, 31(1), 1529.Google Scholar
Margetts, K., & Phatudi, N. C. (2013). Transition of children from preschool and home contexts to grade 1 in two township primary schools in South Africa. European Early Childhood Education Research Journal, 21(1), 3952.Google Scholar
Mbatha, T., & Plüddeman, P. (2004). The Status of isiXhosa as an Additional Language in Selected Cape Town Secondary Schools. Cape Town: PRAESA Occasional Papers No. 18.Google Scholar
Mesthrie, R., ed. (2002). Language in South Africa. Cambridge: Cambridge University Press.Google Scholar
Mesthrie, R. (2008). South Africa: The rocky road to nation building. In Simpson, A., ed., Language and National Identity in Africa. Oxford: Oxford University, pp. 314–38.Google Scholar
Mesthrie, R. (2010). Socio-phonetics and social change: Deracialisation of the GOOSE vowel in South African English. Journal of Sociolinguistics, 14(1), 333.Google Scholar
Mesthrie, R. (2017). Class, gender, and substrate erasure in sociolinguistic change: A sociophonetic study of schwa in deracializing South African English. Language, 93(2), 314–46.Google Scholar
Mesthrie, R., Chevalier, A., & McLachlan, K. (2015). A perception test for the deracialisation of middle class South African English. Southern African Linguistics and Applied Language Studies, 33(4), 391409.Google Scholar
Mkhize, D. (2016). Resources, mediators, and identities: Home literacy practices of rural bilingual children. Southern African Linguistics and Applied Language Studies, 34(1), 4355.Google Scholar
Mufwene, S. (2017). Worldwide Globalization, International Migrations, and the Varying Faces of Multilingualism: Some Historical Perspectives. Tilburg Papers in Culture Studies. Paper 174.Google Scholar
Naudé, E., Louw, B., & Weideman, A. (2007). First steps towards developing tools for language assessment in multilingual urban pre-schoolers. Southern African Linguistics and Applied Language Studies, 25(4), 519–38.Google Scholar
Ndlangamandla, S. C. (2010) (Unofficial) Multilingualism in desegregated schools: Learners’ use of and views towards African languages. Southern African Linguistics and Applied Language Studies, 28(1), 6173.Google Scholar
Pretorius, E. J., & Currin, S. (2010). Do the rich get richer and the poor poorer? The effects of an intervention programme on reading in the home and school language in a high poverty multilingual context. International Journal of Educational Development, 30(1), 6776.Google Scholar
Pretorius, E. J., & Stoffelsma, L. (2017). How is their word knowledge growing? Exploring Grade 3 vocabulary in South African township schools. South African Journal of Childhood Education, 7(1), http://dx.doi.org/10.142/safce.v7i1.553.Google Scholar
Prinsloo, M. (2004). Literacy is child’s play: Making sense in Khwezi Park. Language and Education, 18(4), 291304.Google Scholar
Van Rooy, B. (2004). Convergence and endonormativity at Phase 4 of the Dynamic Model. In Buschfeld, S., Hoffmann, T., Huber, M., & Kautzch, A., The Evolution of Englishes: The Dynamic Model and Beyond. Amsterdam/Philadelphia: John Benjamins, pp. 2138.Google Scholar
Wolff, H. E. (2000). Pre-school Child Multilingualism and Its Educational Implications in the African Context. Cape Town, SA: PRAESA.Google Scholar

References

Bear Nicholas, A. (2009). Reversing language shift through a native-language immersion teacher-training programme in Canada. In Mohanty, A. K., Panda, M., Phillipson, R., & Skutnabb-Kangas, T., eds., Multilingual Education for Social Justice. New Delhi: Orient Blackswan, pp. 200–15.Google Scholar
Bialystok, E., & Barac, C. (2013). Cognitive effects. In Grosjean, F. & Li, P., eds., The Psycholinguistics of Bilingualism. Malden: Wiley-Blackwell, pp. 192213.Google Scholar
Bialystok, E., Craik, F. I. M., & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240–50.Google Scholar
Bujorbarua, P. (2006). Socialisation for Multilingual Awareness: A Study of Assamese Children in Delhi and Assam. MPhil dissertation, Jawaharlal Nehru University.Google Scholar
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–51.Google Scholar
Cummins, J. (1984). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon: Multilingual Matters.Google Scholar
Gogolin, I. (1997). The “monolingual habitus” as the common feature in teaching in the language of the majority in different countries. Per Linguam, 13(2), 3849.Google Scholar
Heller, M. (1999). Linguistic Minorities and Modernity: A Sociolinguistic Ethnography. London: Longman.Google Scholar
Li, W. (2011). Multilinguality, multimodality, and multicompetence: Code- and mode-switching by minority ethnic children in complementary schools. The Modern Language Journal, 95: 307–84.Google Scholar
May, S. (2017). Bilingual education: What the research tells us. In García, O., Lin, A. M. Y., & May, S., eds., Encyclopaedia of Language and Education, 3rd Edition. Cham: Switzerland, pp. 81100.Google Scholar
Mohanty, A. (1994a). Language socialization in a multilingual society: Analysis of some preliminary data. Paper presented in the International Conference on Early Childhood Communication, Bhubaneswar, India.Google Scholar
Mohanty, A. (1994b). Bilingualism in a Multilingual Society: Psycho-social and Pedagogical Implications. Mysore: Central Institute of Indian Languages.Google Scholar
Mohanty, A. (2006). Multilingualism of the unequals and predicaments of education in India: Mother tongue or other tongue? In García, O., Skutnabb-Kangas, T., & Torres Guzman, M., eds., Imagining Multilingual Schools: Language in Education and Glocalisation. Clevedon: Multilingual Matters, pp. 262–83.Google Scholar
Mohanty, A. (2010). Language, inequality and marginalization: Implications of the double divide in Indian multilingualism. International Journal of the Sociology of Language, 205, 131–54.Google Scholar
Mohanty, A. (2014). Growing up in a multilingual society: Stages and strategies in multilingual socialization. Invited lecture, University of Western Ontario, Canada, 20 October.Google Scholar
Mohanty, A. (2017) Multilingualism, education, English and development: Whose development? In Coleman, H., ed., Multilingualism and Development. New Delhi: British Council, pp. 261–80.Google Scholar
Mohanty, A. (2019). The Multilingual Reality: Living with Languages. Bristol: Multilingual Matters.Google Scholar
Mohanty, A., Panda, S., & Mishra, B. (1999). Language socialization in a multilingual society. In Saraswathi, T. S., ed., Culture, Socialization and Human Development. New Delhi: Sage, pp. 125–44.Google Scholar
Mohanty, A., & Skutnabb-Kangas, T. (2013 ). MLE as an economic equaliser in India and Nepal: Mother tongue based multilingual education fights poverty through capability development and identity support. In Henrard, K., ed., The Interrelation between the Right to Identity of Minorities and Their Socio-Economic Participation. Studies in International Minority and Group Rights, Volume 2. Leiden/Boston: Brill/ Martinus Nijhoff Publishers, pp. 159–87.Google Scholar
Ochs, E. (1986). Introduction. In Schieffelin, B. B. & Ochs, E., eds., Language Socialization across Cultures. Cambridge: Cambridge University Press, pp. 113.Google Scholar
Panda, M., & Mohanty, A. (2014). Language policy in education: Towards multilingual education. In Tripathi, R. C. & Sinha, Y., eds., Psychology, Development and Social Policy in India. New Delhi: Springer, pp. 103–29.Google Scholar
Ryan, C. (2013) Language Use in the United States: 2011 – American Community Survey Reports. Washington, DC: US Department of Commerce: United States Census Bureau.Google Scholar
Skutnabb-Kangas, T. (1984) [1981]. Bilingualism or Not: The Education of Minorities. Clevedon: Multilingual Matters.Google Scholar
Skutnabb-Kangas, T. (2000). Linguistic Genocide in Education: Or Worldwide Diversity and Human Rights? Mahwah/London: Lawrence Erlbaum.Google Scholar
Skutnabb-Kangas, T. (2019a). Series Editor’s preface. In Mohanty, A., The Multilingual Reality: Living with Languages. Bristol: Multilingual Matters, pp. xiiixv.Google Scholar
Skutnabb-Kangas, T. (2019b). Freedom of speech denied at the UN, www.tove-skutnabb-kangas.org/en/Freedom-of-speech-denied-at-the-UN.html.Google Scholar
Skutnabb-Kangas, T., & Dunbar, R. (2010). Indigenous Children’s Education as Linguistic Genocide and a Crime against Humanity? A Global View. Gáldu Čála. Journal of Indigenous Peoples’ Rights, 1, www.tove-skutnabb-kangas.org/pdf/Indigenous_Children_s_Education_as_Linguistic_Genocide_and_a_Crime_Against_Humanity_A_Global_View_Tove_Skutnabb_Kangas_and_Robert_Dunbar_grusweb_2010_04_22.pdf.Google Scholar
Skutnabb-Kangas, T., & McCarty, T. (2008). Clarification, ideological/epistemological underpinnings and implications of some concepts in bilingual education. In Cummins, J. & Hornberger, N., eds., Encyclopedia of Language and Education, 2nd Edition. Volume 5, Bilingual Education. Dordrecht, The Netherlands: Kluwer Academic Publishers, pp. 317.Google Scholar
Skutnabb-Kangas, T., Phillipson, R., & Dunbar, R. (2019). Is Nunavut education criminally inadequate? An analysis of current policies for Inuktut and English in education, international and national law, linguistic and cultural genocide and crimes against humanity, www.tunngavik.com/files/2019/04/NuLinguicideReportFINAL.pdf.Google Scholar
Tabouret-Keller, A. (2013) Bilingualism in Europe. In Bhatia, T. K. & Ritchie, W. C., eds., Handbook of Bilingualism and Multilingualism (2nd Ed.). Malden: Wiley-Blackwell, pp. 745–69.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×