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“We know the same languages and then we can mix them”: A child´s perspectives on translanguaging and family language policy
Dalarna University, School of Humanities and Media Studies, English. (Utbildning och Lärande, Interkulturella studier)ORCID iD: 0000-0002-9024-330X
Dalarna University, School of Humanities and Media Studies, Swedish as Second Language. (Utbildning och Lärande, Interkulturella studier)ORCID iD: 0000-0002-0011-1689
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study presents an investigation of a young multilingual child, called Laura, and her parents as they navigate language practices using Hungarian, Finnish, and Swedish in their everyday life in Sweden. The multimethod study focused on Laura’s perspectives. Our aim was to highlight a child’s “lived experience” of translanguaging as her views on and experiences of translanguaging reveal how she respects or resists the planned family language policy. First, Laura was interviewed and observed over the course of one day at home with her family. One researcher engaged Laura in play in order to elicit her views on her agency and linguistic repertoire in relation to family language policies. Second, Laura’s parents were interviewed about the implicit and explicit family language policies, and how these policies were initially constructed and then developed in their implementation over the course of the childhood of Laura and her two younger siblings. These interviews and observations were considered together with material (written observations and audio-recorded interactions) collected by the parents since Laura’s birth. The triangulation of methods offers a unique view of how one child exercises agency, makes use of her linguistic resources, articulates metalinguistic awareness, considers societal language hierarchies, and respects or resists the family language policy set forth by her parents—thus creating her own everyday translanguaging practices. Our results indicate the importance of linguistic awareness and repertoires, and suggests the potential that this multilingual child possesses for exercising agency in order to “make sense” of her multilingual world. We argue that focusing on a child’s stories of everyday translanguaging framed within her family’s language policy and practices has relevance for understanding the home, school, and societal implications of young children’s translanguaging.

 

 

Place, publisher, year, edition, pages
2018.
National Category
General Language Studies and Linguistics Educational Sciences
Research subject
Education and Learning
Identifiers
URN: urn:nbn:se:du-28992OAI: oai:DiVA.org:du-28992DiVA, id: diva2:1267357
Conference
Second International Conference on Sociolinguistics (ICS2): Insights from Superdiversity, Complexity and Multimodality, 6-8 September 2018, Eötvös Loránd University, Budapest
Available from: 2018-12-01 Created: 2018-12-01 Last updated: 2018-12-03Bibliographically approved

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Paulsrud, BethAnneStraszer, Boglárka

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Other style
More styles
Language
  • de-DE
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  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
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