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Not Just a Heritage Language: Shifting Linguistic Landscapes of Ukrainian Immigrant

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Not Just a Heritage Language: Shifting Linguistic Landscapes of Ukrainian Immigrant I Not Just a Heritage Language: Shifting Linguistic Landscapes of Ukrainian Immigrant Families in English Canada by Nataliya Kharchenko A Thesis submitted to the Faculty of Graduate Studies of the University of Manitoba in partial fulfilment of the requirement for the degree of DOCTOR OF PHILOSOPHY Faculty of Education University of Manitoba Winnipeg Copyright © 2018 by Nataliya Kharchenko NOT JUST A HERITAGE LANGUAGE II Acknowledgements I would like to express my deepest appreciation to the people who in various ways contributed to the completion of this thesis. A special thank you goes to my advisor, Dr. Sandra Kouritzin, who over the last six years has been offering me her advice, experience and knowledge. Her thoughtful comments and suggestions encouraged me to develop my academic, professional and personal skills. I am very grateful for her help and support in all my decisions. I would also like to acknowledge the important contribution of my committee members – Dr. Diana Brydon and Dr. Yi Li – who helped me with shaping my theoretical framework and research methodology. Thank you for your encouragement, understanding, and friendly attitude. I am very much indebted to all my participants who contributed their time and shared with me their valuable experience, successes and challenges. Without these Ukrainian parents and their insights, my study would not be possible. They made me revisit some of my assumptions and gave me a fresh look at some things taken for granted. I also appreciate the help of my daughter’s former daycare provider in helping to recruit my future participants. I would like to say thank you to my former classmates, graduate students at the University of Manitoba, who shared their teaching and life experiences during our in-class discussions and presentations. I am also very grateful for the financial support from the University of Manitoba: University of Manitoba Graduate Student Fellowship, two Graduate Student Travel Awards, Student Affairs PD Travel Award, Faculty of Education Graduate Student Research Award and Graduate Student Conference Award, and Graduate Students’ Association Conference Grant. NOT JUST A HERITAGE LANGUAGE III Finally, a big thank you to my family – my husband for his love, patience and support, and my daughter who amazingly changed my life and gave me additional motivation and inspiration to finish this project. NOT JUST A HERITAGE LANGUAGE IV Abstract The global interplay of political, economic, personal, and societal factors is causing growing numbers of people to search for better and safer places to raise their families, with the result that established values and linguistic beliefs in host countries will undergo inevitable revision and reconsideration. It has been well established that the priority for newcomers should be linguistic repertoire expansion by acquisition of an additional language rather than replacement of their native languages by the language of the mainstream society. With this in mind, the objectives of this project were to document and analyze participants’ experiences regarding home language use and parenting in Canada, to discover successful strategies for the encouragement and maintenance of Ukrainian, and finally, to address the possible connections between ongoing events in Ukraine and immigrants’ perception of their cultural and linguistic heritage. The project is informed by the theoretical frameworks of postcolonialism, language socialization, and symbolic power, while the data were analyzed by applying emergent themes and cross-case analysis. The participants represented cultural and linguistic differences among Ukrainian immigrants from different geographical regions of Ukraine. The results made it clear that heritage language maintenance is not a purely linguistic problem, and it is not divorced from political, social, and cultural circumstances in the host country, the immigrants’ home country, or the imagined communities they are associated with. While geographic separation is fixed, recent immigrants bring with them their native language and culture, hoping to recreate a familiar lifestyle in the host country. The immigrants participating in this study were situated along a broad spectrum, ranging from those who felt happy, successful, and confident in their efforts of language maintenance to those who felt doubtful and uncertain but were, in all likelihood, more realistic in their expectations. NOT JUST A HERITAGE LANGUAGE V Table of Contents Acknowledgements ............................................................................................................. II Abstract ............................................................................................................................. IV Table of Contents ............................................................................................................... V Chapter One: Introduction .................................................................................................. 1 The Significance of the Project ....................................................................................... 7 Purpose of the Study ....................................................................................................... 9 Chapter Two: Literature Review ...................................................................................... 14 Heritage Language Definitions ..................................................................................... 14 Heritage Language Speakers ......................................................................................... 17 Factors leading to language loss.................................................................................... 18 Heritage language loss. .............................................................................................. 19 External and internal factors in language loss. .......................................................... 20 Desire to integrate into the mainstream society. ........................................................ 22 Ethnic identity and heritage languages. ..................................................................... 23 Mixed marriages and heritage languages. ................................................................. 24 Parental fears regarding their children’s language development ............................... 24 Erroneous perception of bilingualism. ....................................................................... 25 Issues with heritage schools and programs................................................................ 27 Peer factor. ................................................................................................................. 28 NOT JUST A HERITAGE LANGUAGE VI Attitudes towards multilingualism in a dominant society. ........................................ 28 Teachers’ beliefs and attitudes towards minority students and their languages. ....... 30 Other causes of language loss. ................................................................................... 31 Negative Effects of Language Loss .............................................................................. 32 Problems with self-identification. .............................................................................. 32 Lack of emotional connections between generations. ............................................... 33 Semilingualism. ......................................................................................................... 34 Benefits of Heritage Language Maintenance ................................................................ 37 Heritage languages and ethno-cultural identity. ........................................................ 37 Heritage languages and academic achievements. ...................................................... 37 Factors and Strategies Contributing to Language Maintenance.................................... 39 Individual and societal factors in heritage language maintenance. ........................... 39 Reasons for Parents to Maintain Their Home Language .............................................. 41 Heritage languages as means of communication with family members. .................. 41 Participation in imagined communities. .................................................................... 42 Pragmatic reasons for language maintenance. ........................................................... 43 Parental Strategies in Language Maintenance .............................................................. 43 Intentional and consistent use of a heritage language ............................................... 44 Media and technology in language maintenance. ...................................................... 44 Reading in heritage language. ................................................................................... 45 NOT JUST A HERITAGE LANGUAGE VII Visiting parents’ country of origin. ........................................................................... 45 Making heritage language learning an enjoyable experience. ................................... 46 Heritage language schools. ........................................................................................ 46 Research Findings on Familial Factors in Heritage Language Maintenance ................ 49 Heritage languages and family cohesion. .................................................................. 49 Heritage language decrease in teenage years. ..........................................................
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