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Conceptualising successful intergenerational transmission in terms of saibhreas: Family language support in the Corca Dhuibhne Gaeltacht
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‘Our cat has the power’: the polysemy of a third language in maintaining the power/solidarity equilibrium in family interactions
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Critical perspectives on language and kinship in multilingual families by Lyn Wright (Book Review)
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Using a 'Family Language Policy' lens to explore the dynamic and relational nature of child agency
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Abstract:
This article contributes to a dialogue between childhood studies and the sociolinguistic subfield ‘Family Language Policy’ (‘FLP’). The article argues that the two fields provide complementary vantage points for exploring child agency. It explains a revised version of a model I developed to conceptualise child agency in FLP, consisting of four intersecting dimensions: compliance regimes; linguistic norms; linguistic competence and generational positioning (Smith-Christmas, Handbook of home language maintenance and development. De Gruyter Mouton, pp. 218–235, 2020a). The article examines two conversational excerpts as a means to illustrating the dynamic and relational nature of child agency and how it is both shaped by as well as shapes interactional practices over time and space. ; This project has received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement no 794800. ; peer-reviewed
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Keyword:
agency; bilingualism; child agency; family; FLP; generational positioning; language; literacy & language; policy and practice
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URL: http://hdl.handle.net/10379/16796 https://doi.org/10.1111/chso.12461
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Double-voicing and rubber ducks: the dominance of English in the imaginative play of two bilingual sisters
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How to turn the tide: the policy implications emergent from comparing a ‘post-vernacular FLP’ to a ‘pro-Gaelic FLP’
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New speakers, potential new speakers, and their experiences and abilities in Scottish Gaelic
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Voicing the other code-switching in discourses of Gaelic language ideologies
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'Is it really for talking?' : the implications of associating a minority language with the school
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Voicing the ‘other’: code-switching in discourses of Gaelic language ideologies
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I've lost it here dè a bh' agam: Language shift, maintenance, and code-switching in a bilingual family
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