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Early Bilingual Development: Expanding Our Understanding of Family Language Policy in Heritage Language Maintenance

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Early Bilingual Development: Expanding Our Understanding of Family Language Policy in Heritage Language Maintenance Early Bilingual Development: Expanding Our Understanding of Family Language Policy in Heritage Language Maintenance Youngmin Seo A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2017 Reading Committee: Manka M. Varghese, Chair Kenneth M. Zeichner Leslie R. Herrenkohl Program Authorized to Offer Degree: College of Education ii © Copyright 2017 Youngmin Seo iii University of Washington Abstract Early Bilingual Development: Expanding Our Understanding of Family Language Policy in Heritage Language Maintenance Youngmin Seo Chair of the Supervisory Committee: Manka M. Varghese Curriculum and Instruction The increased attention given to immigrants’ English proficiency and their academic achievement in schools has blinded society to the issues associated with heritage language (HL) loss that children of immigrants face. Using qualitative methods, this study investigated how family language policy (FLP) was developed and enacted in the context of 14 Chinese and Korean American families with attention to the interactive effect between multiple layers of environment of the family on the child’s HL development. The main questions of this study are what language ideology or beliefs parents hold up; how their language ideology or beliefs are manifested in their language planning and practice regarding HL maintenance for their children; what contextual factors account for HL maintenance and loss. In line with past studies, the present study supports the notion that the parent is one of the most significant factors in early bilingual development and HL development in young children. Parental involvement was broad from home language and literacy practice, the form and type of HL education after school, to the engagement of a community of practice. Findings also highlight that FLP was mediated by (1) parents’ language ideologies or beliefs concerning iv bilingual development and HL maintenance, (2) parents’ perceived competence in the HL and their expectation about HL literacy of their children, (3) Parents’ familial and economic resources. Further, the parents in the study revealed the multiple layers of parental language belief: language as connection, language as culture, language as capital. That is, they believed that learning the HL would enable their children to stay connected with family members; maintain ancestral links; foster positive attitudes towards their culture; promote career competitiveness for children. One of the key findings was that parental factors did not act independently in the process of children’s HL development. In contrast with past studies, this study found various important agents (i.e., parents, family members, HL teachers, ethnic peers) who engaged in and mediated children’s HL development. In particular, I emphasize the agentive role of parents and children who co-construct FLP. I found that the parents in the study formed FLP and continued to modify it, acting for or against American linguistic culture in concert with resources they had and circumstances they faced. FLP, therefore, was mediated by a combination of parents’ life stories, their own circumstances, and their interpretation of American linguistic culture. In this sense, FLP is fluid and dynamic, not static. That is, it changes over time. The study indicates that parental perception of the economic and social value of their heritage language and literacy determines the degree of parental commitment to maintain the HL for their children. More importantly, the study found that young children were not a passive by-stander, but acted as agents. Their attitudes toward HL learning influenced parents’ decision to maintain their HL. Children’s attitudes were greatly influenced by their learning experiences in HL schools. Based on findings from the study, I argue that the meso levels of FLP matters in early bilingual development. Findings underscore the fluidity and complexity of FLP which is v mediated by multiple dimensions of surroundings environments of the family. Such findings have implication for school teachers, HL teachers, and policy makers who directly influence the lives of children in immigrant families. vi To my family, To my God, Without them, I would not be who I am today. Without them, I would not have the courage to pursue my dreams. vii Acknowledgement This dissertation would not have been possible without the help, support, and guidance of my family and professors. I would like to thank my family for their unwavering support, encouragement, and understanding. They never doubted me even when I was not sure that I could finish this work. I am especially grateful to my sister. Thank you for helping me follow my dreams and keep me focused. I have been truly blessed by you and your support was always there when I needed it most. I must thank my dissertation committee who has given of their time, energy, and expertise. The greatest thanks go to my adviser, Dr. Manka Varghese for her stead support and trust throughout my journey. She has always challenged me and pushed my thinking further. It is a gift to receive guidance and mentorship from her. I owe a debt of gratitude to my committee, Dr. Kenneth Zeichner, Dr. Leslie Herrenkohl, and Dr. Maya Smith who greatly helped me deepen my thinking and look at issues from multiple points of view. I am grateful for their helpful comments and suggestions for revising drafts of my dissertation. Their insightful and constructive critiques helped me improve the clarity and coherence of the drafts. At last, but not least, I am so indebted to those who were willing to participate in this study, open up their communities and homes, and share their life stories with me. This dissertation could not have been finished without all the aforementioned people’s passion for making education better for all children who will live in the house of tomorrow (Gibran, 1923, p. 17). viii Table of Contents Abstract…...………………………………………………………….……………...…………....iii Dedication ………………………………………………………………………...………..…….vi Acknowledgement ……………………………………………………………..……..….…..….vii Table of Contents …………………………………………………………………...…………..viii List of Figures...……………………………………………………………………......…..……xiii List of Tables ...………………………………………………………………...…...…......……xiv Chapter 1 Heritage Language Education and Family Language Policy…………......……....……1 Brief Background and Rationale for the Study……………………………….....……...….…2 Research Questions ……………………………………………….………….....……....……5 Organization of the Study ………………………………………..………..…....…........……6 Summary...…………………………………………………………………..…....…......……7 Chapter 2 Literature Review and Conceptual Framework ………………………......……...……9 Literature Review …………………………………………………………..…...….......……9 Profile of Heritage Language Speakers…..………………………………......….......……9 Reality of Heritage Language Education ..……………………………….....….......……11 Factors Influencing Heritage Language Development in Young Children.……......……13 Home Context……………………………………………………....…..…..……13 Parent Involvement ………...………………………………….…...…..…..……15 Parents’ beliefs about heritage language maintenance……..…........……16 Parents’ beliefs and motivation…………………………....…..........……17 Language planning and practice.………………………....…...…....……21 Conceptual Orientations of the Study..…………………………………....….....….....……23 Language Socialization …...…………………………...……...……...….....……25 ix Ecological System Theory..……………………….…...…….….…....….....……27 Relational Cultural Theory..……………………….…..………...…….......….…28 Family Language Policy and Ecological system theory……….....….…......……30 The Conceptual Framework of the Present Study .…..………...…...……..….…35 Summary………………………...…....……………………….…..…….….....…….....……38 Chapter 3 Research Methodology and Methods………………….…..……….........……....……41 Using Case study Methods and Methodology……………….…..……..….....…..….....……42 Overview of Study Phases……...…....……………………….…..………....…..……...……45 Data Collection Procedures …...…....……………………….…..……...…...……..…...……47 Recruitment and eligibility of participant parents. …….…..……...…...……...…...……47 Questionnaire………….……...…....……………………….…..………....…..…....……48 Interviews……………...……...…....……………………….…..…….…...….….....……49 Participant-Observation….……...…....…………………….…...………….……....……51 Researcher Positionality and Role…....…………………….…..………...…...…....……52 Data Coding and Analysis….……...…....…………………….…..………...…….…....……55 Sociodemographic Profiles of Parents ....…………………….…..………...…….…....……57 Chapter 4 . Parents’ Language Beliefs and Family Language Practice………...….…….....……61 Parents’ Linguistic Characteristics …....…………………….…..………...…..….….......…62 Parents’ Language Ideologies or beliefs.……………..…….…..………...…..…….........…64 Theme 1. Language as Connection ….…..……..…………........……..…........…64 Theme 2. Language as Culture ……….…..……….......................…..….........…69 Theme 3. Language as Capital ……….…..…………....…..…......…..….........…73 Family Language Practice……...…....……………………….…..……...…...……......……79 x Theme 1. Home Language: Early Oracy Development……......…...…............…80 Theme 2. Heritage Language Schools: Early Literacy Development ...............…85 Theme 3. Familial Resources: Family Members’ Composition……................…89 Children’s Heritage Language Learning Experience…......…..…….................…92 Challenges of Raising their Child with Two Languages .…..……...…...………..........……96 Summary...………………......……………………….…..…..…...…...………....…………97 Parents as Agents……........……………………….…..……...……....……....…..…99
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