“You have to repeat Chinese to mother!”: multilingual identity, emotions, and family language policy in transnational multilingual families
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Fei Tang
und
Raees Calafato
Abstract
A growing number of family language policy studies have started to pay more attention to the emotions that transnational multilingual families (TMFs) identify regarding their multilingual identity, even if much of the research remains primarily focused on TMFs residing in Europe and North America. This article reports on a qualitative study that explored the emotions that five TMFs residing in Russia identified with their multilingual identity, and how these emotions affected their family language policy. The study combined ethnographic elements in the form of video recordings and two rounds of semi-structured interviews. The findings indicated that the parents felt pride and satisfaction in their own multilingual identity yet feared that their children were developing a monolingual identity, which led to them experiencing anger and frustration. Coupled with these negative emotions, they were found to adopt monolingual practices with their children in hopes of making them more multilingual. The study adds to our understanding of how emotions, multilingual identity, and family language policy interact in TMFs outside of Europe and North America and is one of the first studies to explore the experiences of such families in Russia.
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© 2022 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Research Articles
- ELF- or NES-oriented pedagogy: enhancing learners’ intercultural communicative competence using a dual teaching model
- “You can’t start a fire without a spark”. Enjoyment, anxiety, and the emergence of flow in foreign language classrooms
- “You have to repeat Chinese to mother!”: multilingual identity, emotions, and family language policy in transnational multilingual families
- On the influence of the first language on orthographic competences in German as a second language: a comparative analysis
- Validating the conceptual domains of elementary school teachers’ knowledge and needs vis-à-vis the CLIL approach in Chinese-speaking contexts
- Agentive engagement in intercultural communication by L2 English-speaking international faculty and their L2 English-speaking host colleagues
- Review Article
- Illuminating insights into subjectivity: Q as a methodology in applied linguistics research
- Research Articles
- Making sense of trans-translating in blogger subtitling: a netnographic approach to translanguaging on a Chinese microblogging site
- The shape of a word: single word characteristics’ effect on novice L2 listening comprehension
- Success factors for English as a second language university students’ attainment in academic English language proficiency: exploring the roles of secondary school medium-of-instruction, motivation and language learning strategies
- LexCH: a quick and reliable receptive vocabulary size test for Chinese Learners
- Examining the role of writing proficiency in students’ feedback literacy development
- Confucius Institute and Confucius Classroom closures: trends, explanations and future directions
- Translanguaging as decoloniality-informed knowledge co-construction: a nexus analysis of an English-Medium-Instruction program in China
- The effects of task complexity on L2 English rapport-building language use and its relationship with paired speaking test task performance
Artikel in diesem Heft
- Frontmatter
- Research Articles
- ELF- or NES-oriented pedagogy: enhancing learners’ intercultural communicative competence using a dual teaching model
- “You can’t start a fire without a spark”. Enjoyment, anxiety, and the emergence of flow in foreign language classrooms
- “You have to repeat Chinese to mother!”: multilingual identity, emotions, and family language policy in transnational multilingual families
- On the influence of the first language on orthographic competences in German as a second language: a comparative analysis
- Validating the conceptual domains of elementary school teachers’ knowledge and needs vis-à-vis the CLIL approach in Chinese-speaking contexts
- Agentive engagement in intercultural communication by L2 English-speaking international faculty and their L2 English-speaking host colleagues
- Review Article
- Illuminating insights into subjectivity: Q as a methodology in applied linguistics research
- Research Articles
- Making sense of trans-translating in blogger subtitling: a netnographic approach to translanguaging on a Chinese microblogging site
- The shape of a word: single word characteristics’ effect on novice L2 listening comprehension
- Success factors for English as a second language university students’ attainment in academic English language proficiency: exploring the roles of secondary school medium-of-instruction, motivation and language learning strategies
- LexCH: a quick and reliable receptive vocabulary size test for Chinese Learners
- Examining the role of writing proficiency in students’ feedback literacy development
- Confucius Institute and Confucius Classroom closures: trends, explanations and future directions
- Translanguaging as decoloniality-informed knowledge co-construction: a nexus analysis of an English-Medium-Instruction program in China
- The effects of task complexity on L2 English rapport-building language use and its relationship with paired speaking test task performance
