Kendall A. King

Family Language Policy

This article describes the newly emerging field of family language policy, defined as explicit and overt planning in relation to language use within the home among family members, and provides an integrated overview of research on how languages are managed, learned, and negotiated within families. A comprehensive framework for understanding family language policy is sketched by bringing together two independent and currently disconnected fields of study: language policy and child language acquisition. Within such a framework, this article reviews research on the role of language ideologies in shaping family language practices, and on the connection between different family language policies, such as the one person–one language approach, and child language outcomes. We argue that family language policies are important as they shape childrens developmental trajectories, connect in significant ways with childrens formal school success, and collectively determine the maintenance and future status of minority languages.

Language Ideologies and Heritage Language Education.

This paper explores the divergent Quichua language ideologies which exist among an indigenous group of the southern Ecuadorian Andes. Analysis of data from 51 interviews with indigenous highlanders reveals the presence of two conflicting Quichua language ideologies. Through discussion of these disparate ideologies, this paper contributes to our understanding of language attitudes and language behaviour in the face of language shift, and in addition, provides insight into how the language ideologies of particular communities are critical to the success of both heritage language programmes and language revitalisation efforts.

Language Revitalisation in the Andes: Can the Schools Reverse Language Shift?

Quechua, often known as the language of the Incas, remains today a vital language with over 10 million speakers in several Andean republics. Nevertheless, census records and sociolinguistic studies document a continuous cross-generational shift from Quechua monolingualism to Spanish monolingualism in the latter half of the twentieth century, at both individual and community levels. An increasing awareness of the potential threat to the language has led to a variety of new initiatives for Quechua revitalisation in the 1990s, initiatives which go beyond earlier experimental bilingual education projects designed primarily to provide mother tongue literacy instruction to indigenous children (in transitional or maintenance programs) to larger or more rooted efforts to extend indigenous language and literacy instruction to new speakers as well. Drawing on documents, interviews, and on-site participant observation, this paper will review and comment on two recent such initiatives: Bolivia s 1994 national educati...

Language problem or language conflict? Narratives of immigrant women's experiences in the US

This article investigates how Latin American women who migrate to the US frame their language experiences through narratives told in sociolinguistic interviews. As narratives reflect and shape social realities and relationships, narrative analysis can illuminate how individuals position themselves relative to language obstacles and ideologies, thus providing insights into processes that are central to the migration experiences of millions of individuals. We found that women related two types of stories: language conflict narratives, in which language was presented as part of a broader ethnic or social conflict, and language difficulty narratives, which focused on individual, personal problems with language experienced by protagonists. Our analysis illustrates how interviewers’ questions, and the interviewees’ language conflict narratives in particular, confirm, reproduce, but also contest central language ideologies and dominant discourses about migration in the US.

Authenticity and Unification in Quechua Language Planning.

With more than ten million speakers and numerous local and regional varieties, the unification and standardisation of Quechua/Quichua has been a complicated, politically charged, and lengthy process. In most Andean nations, great strides have been made towards unification of the language in recent decades. However, the process is far from complete, and multiple unresolved issues remain, at both national and local levels. A frequent sticking point in the process is the concern that the authenticity of the language will be lost in the move towards unification. This paper examines the potentially problematic tension between the goals of authenticity and unification. One case examines an orthographic debate which arose in the process of establishing an official orthography for Quechua at the national level in Peru. The second case study moves to the local level and concerns two indigenous communities in Saraguro in the southern Ecuadorian highlands where Spanish predominates but two Quichua varieties co-exist...

Bilingüismo aditivo por meio de política lingüística da família: estratégias, identidades e resultados interacionais

This paper summarizes data from two case studies of how two families enact language policies with the goal of cultivating early and additive bilingualism. The focus is on primary caretakers’ everyday speech and their interactional strategies. Our aim is to provide insight and additional descriptive data concerning how family language policies are established, enacted, and negotiated in the home. The findings suggest that caretaker status (mother vs. nanny) plays a role in quantity of speech, but not necessarily in the complexity of that speech. All primary caretakers (that is, both mothers and nannies) tended to stick with their stated language policy and to avoid English; in contrast, children frequently used English in interactions with caretakers. In response to children’s non-target language use, all caretakers were most likely to ‘moveon’ and to continue the conversation in the target language. However, mothers were found to be more likely than nannies to expand on and incorporate the child’s non-target language utterance into their own turn. Nannies, in contrast, were more likely to engage in explicit teaching or prompting. The findings are discussed in terms of child learning opportunities but also with an eye to how caretakers’ language use patterns are linked to their identities within the family. Key words: bilingualism, language policy, child second language acquisition.

Language Planning and Policy in Ecuador

This monograph presents up-to-date information concerning language planning and policy in Ecuador, highlighting the countrys cultural and linguistic diversity, historical context, current sociolinguistic situation and possible directions for the future. Taking into account Ecuadors particular sociopolitical conditions, it aims to provide a comprehensive review of language policies and planning, as well as educational policies and programmes involving use of minoritised languages in media, education, religion and public official spaces. This monograph also underlines some of the challenges non-official languages confront vis à vis the dominant society, allowing for a better understanding of the dynamics of indigenous languages and organisations in Ecuador and the Andes.

Research methods in language and education

General Editors Introduction / Nancy H. Hornberger Introduction to Volume 10: Research Methods in Language and Education / Kendall A. King Contributors Reviewers Section 1: Language, Society and Education 1. Theoretical and Historical Perspectives on Researching the Sociology of Language and Education / Joshua A. Fishman 2. Sociology of Language and Education: Empirical and Global Perspectives / Valerie S. Jakar and Ofra Inbar-Lourie 3. Investigating Language Education Policy / Bernard Spolsky 4. Researching Historical Perspectives on Language, Education and Ideology / Thomas Ricento 5. Survey Methods in Researching Language and Education / Colin Baker 6. Researching Language Loss and Revitalization / Leena Huss Section 2: Language Variation, Acquisition and Education 7. Variationist Approaches to Language and Education / Kirk Hazen 8. Second Language Acquisition Research Methods / Rebekha Abbuhl and Alison Mackey 9. Third Language Acquisition Research Methods / Cristina Sanz and Beatriz Lado 0. Research Perspectives on Bilingualism and Bilingual Education / Li Wei 11. Research Approaches to Narrative, Literacy, and Education / Gigliana Melzi and Margaret Caspe 12. Research Methods in the Study of Gender in Second/Foreign Language Education / Aneta Pavlenko Section 3: Language, Culture, Discourse and Education 13. Ethnography and Language Education / Kelleen Toohey 14. Researching Language Socialization / Paul B. Garrett 15. Discourse Analysis in Educational Research / Doris Warriner 16. Researching Developing Discourses and Competences in Immersion Classrooms / Anne-Marie de Mejia 17. Linguistic Ethnography / Angela Creese 18. Arts-based Approaches to Inquiry in Language Education / Misha Cahnmann Taylor Section 4: Language, Interaction and Education 19. Microethnography in the Classroom / Pedro M. Garcez 20. Code-switching in the Classroom: Research Paradigms and Approaches / Angel M.Y. Lin 21. Language Teacher Research Methods / Manka M. Varghese 22. Research Approaches to the Study of Literacy, Technology and Learning / Ilana Snyder 23. Researching Computer Mediated Communication in Education / Wan Fara Adlina Wan Mansor and Mohamad Hassan Zakaria Subject Index Name Index Cumulative Subject Index Cumulative Name Index Tables of Contents: Volumes 1-10

Intimacy, Imitation and Language Learning: Spanish Diminutives in Mother-Child Conversation

This paper explores how Spanish-speaking Peruvian mothers and their children use diminutives in everyday conversations, seeking to characterize the discourse forms and functions of diminutive imitation and to explore potential differences across speaker groups. More generally, we investigate how and why the use of diminutives may play an important role in facilitating conversational interaction and language learning. Findings illustrate the importance of examining languagelearning processes among non-English-speaking populations, as well as the role of cross-linguistic, cross-cultural analysis in understanding interactional and language socialization processes.

A Tale of Three Sisters: Language Ideologies, Identities, and Negotiations in a Bilingual, Transnational Family

This longitudinal case study investigated how linguistic identity was constructed, constrained, and performed by three sisters, aged 1, 12, and 17, within one bilingual, transnational Ecuadorian–U.S. family. Data were collected over 14 months through weekly home visits that included participant observation, informal interviews, and family-generated audio-recordings of home conversations. Ethnographically informed discourse analysis of family interactions and interviews examined how each of the three daughters was positioned and positioned herself discursively as a language learner and user, and how locally held ideologies about language and language learning shaped the ways in which identities and family roles were constructed and enacted. These findings sharpen our understanding of how widely circulating discourses and ideologies of language—and ideologies of language learning in particular—shape family language practices as well as childrens ascribed and prescribed identities within the large and growing number of transnational families in the United States and beyond.