Family language policy among Québec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management

TY - JOUR

T1 - Family language policy among Québec-based parents raising multilingual infants and toddlers: A study of resources as a form of language management

AU - Ahooja, Alexa

AU - Brouillard, Melanie

AU - Quirk, Erin

AU - Ballinger, Susan

AU - Polka, Linda

AU - Byers-Heinlein, Krista

AU - Kircher, Ruth

PY - 2024/9/22

Y1 - 2024/9/22

N2 - This is the first large-scale study of resources as a form of language management – that is, a way of influencing children’s language practices. We introduce the distinction between child-directed resources (i.e., those providing parents with opportunities to engage with their children in the languages they are transmitting) and parent-directed resources (i.e., those providing parents with information about multilingual child-rearing). This pre-registered study focused on the awareness and use of, as well as the desire for, such resources among Québec-based parents (n=826) raising infants/toddlers (0-4 years) with multiple languages in the home. Data were collected with a questionnaire. Quantitative data were analyzed statistically, and qualitative data were analyzed using a computer assisted discourse study. We compared parents transmitting at least one heritage language – usually in addition to English and/or French (HL parents), and parents transmitting only the societal languages English and French (non-HL parents). Overall, the findings show that non-HL parents were comparatively satisfied with existing child- and parent-directed resources in English and French. By contrast, HL parents had a stronger desire for additional resources in their HLs. All parents desired multilingual resources. The paper discusses the theoretical and practical contributions of this study as well as directions for further research.

AB - This is the first large-scale study of resources as a form of language management – that is, a way of influencing children’s language practices. We introduce the distinction between child-directed resources (i.e., those providing parents with opportunities to engage with their children in the languages they are transmitting) and parent-directed resources (i.e., those providing parents with information about multilingual child-rearing). This pre-registered study focused on the awareness and use of, as well as the desire for, such resources among Québec-based parents (n=826) raising infants/toddlers (0-4 years) with multiple languages in the home. Data were collected with a questionnaire. Quantitative data were analyzed statistically, and qualitative data were analyzed using a computer assisted discourse study. We compared parents transmitting at least one heritage language – usually in addition to English and/or French (HL parents), and parents transmitting only the societal languages English and French (non-HL parents). Overall, the findings show that non-HL parents were comparatively satisfied with existing child- and parent-directed resources in English and French. By contrast, HL parents had a stronger desire for additional resources in their HLs. All parents desired multilingual resources. The paper discusses the theoretical and practical contributions of this study as well as directions for further research.

KW - multilingualism

KW - heritage languages

KW - intergenerational language transmission

KW - family language policy

KW - language management

KW - language contact

KW - multilingual development

U2 - 10.31234/osf.io/sa7h5

DO - 10.31234/osf.io/sa7h5

M3 - Article

SN - 0143-4632

VL - 45

SP - 2445

EP - 2464

JO - Journal of Multilingual and Multicultural Development

JF - Journal of Multilingual and Multicultural Development

IS - 7

ER -