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Tribute to Richard (Dick) Birge Baldauf Jr. (1943–2014): A distinguished scholar and an inspiring mentor
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| 43 |
Redesigning the Linguistic Ecology of East and Southeast Asia: English and/ or Local Languages?
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The language(s) of HE: EMI and/or ELF and/or Multilingualism?
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Micro-language planning for multilingual education: Agency in local contexts
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| 46 |
One-parent-one-language (OPOL) families: is the majority language- speaking parent instrumental in the minority language development?
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Abstract:
The aim of this study is to examine the strategies majority language-speaking parents use to support the development of the minority language in families who follow the pattern of exposure known as one-parent-one-language (OPOL). In this particular pattern of raising a child bilingually, each parent speaks only their own native language to their children. Previous studies concerned with language development in children raised under the OPOL pattern primarily focused on how input from the minority language-speaking parent affects minority language development, leaving the role of the majority language-speaking parent largely unexplored. To address this gap, a case study was carried out on three families in Brisbane, Australia, who reported following the OPOL pattern. Video and audio recordings were taken, along with interviews using an elicited recall task based on the recordings to gather data on the families' language practices and motivations. The results of the qualitative analysis suggest that, in these families, the majority language-speaking parent plays an important role that extends beyond the provision of input in the majority language and may contribute to fostering minority language development and maintenance. ; Arts, Education & Law Group, School of Languages and Linguistics ; No Full Text
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Keyword:
Applied Linguistics and Educational Linguistics; Language in Culture and Society (Sociolinguistics)
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URL: https://doi.org/10.1080/13670050.2013.816263
http://hdl.handle.net/10072/58714
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| 47 |
Teaching English in Asia in non-Anglo-cultural contexts: principles of the lingua franca approach
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Finding space for non-dominant languages in education: language policy and medium of instruction in Timor-Leste 2000-2012
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Macro-language planning for multilingual education: Focus on programmes and provision
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Lingua francas as languages of education: implications for other languages
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How much input do you need to learn the most frequent 9,000 words?
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Language teaching for European citizenship: insights for teacher education
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Scaffolding essay writing skills for accounting students: a collaboration
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Oral communication skills for development for Pharmacy students: a shared space
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Learning from OzCLO, the Australian Computational and Linguistics Olympiad
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Bilingual language sample analysis: Considerations and technological advances
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Lexical-semantic representation in bilingual aphasia: Findings from semantic priming and cognate repetition priming
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Impact of Rhythm on Vietnamese Adult EFL Learners Intelligibility in Term of Mid-level Tone
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The functions of self-initiated self-repair in the second language Chinese classroom
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