Language Learning as Culture Keeping: Family Language Policies of Transnational Adoptive Parents
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https://www.tandfonline.com/eprint/eZitEZj3y5P3bruC484j/fullMetadata
Show full item recordDate
2014-07-18Type of Work
39 pagesText
journal articles postprints
Citation of Original Publication
Shin, Sarah J.; Language Learning as Culture Keeping: Family Language Policies of Transnational Adoptive Parents; International Multilingual Research Journal 8(3), pages 189-207(2014); https://www.tandfonline.com/eprint/eZitEZj3y5P3bruC484j/fullRights
This item is likely protected under Title 17 of the U.S. Copyright Law. Unless on a Creative Commons license, for uses protected by Copyright Law, contact the copyright holder or the author.This is an Accepted Manuscript of an article published by Taylor & Francis in International Multilingual Research Journal on 2014-07-18, available online: https://doi.org/10.1080/19313152.2014.911052
Abstract
This study investigates how parents of international adoptees explain their decision to pursue birth-language education for their children and how they go about achieving their goals. It focuses on the perspectives of 16 White U.S. parents who have at least one adopted school-aged child (ages 5 to 18) either currently or previously enrolled in a community language program. The interviews covered the language experiences of 22 children, all of whom were adopted before the age of 2 from either China or Korea. The parents were motivated to seek language instruction because: (a) the child looks Asian and will be expected to know the birth language, (b) adult adoptees recommend it, and (c) the child wants it. However, their language goals were significantly undermined by problems at community schools. The findings indicate that the adoptive family is a dynamic social unit, influenced by broader social forces and institutions.