Language Learning as Culture Keeping: Family Language Policies of Transnational Adoptive Parents

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 1...

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Bibliographic Details
Published in:International multilingual research journal 2014-01, Vol.8 (3), p.189-207
Main Author: Shin, Sarah J.
Format: Article
Language:English
Subjects:
Adoption
adoptive parents
Asian Culture
Asians
Children
Chinese
Chinese adoptees
Community Programs
community schools
English (Second Language)
family language policy
Heritage Education
heritage language
Interviews
Korean
Korean adoptees
Language Maintenance
Parents
Second Language Learning
Whites
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Summary: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.
ISSN:1931-3152
1931-3160
DOI:10.1080/19313152.2014.911052