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Language Strategies for Bilingual Families: The One-Parent-One-Language Approach [Kietas viršelis]

3.67/5 (10 ratings by Goodreads)
  • Formatas: Hardback, 240 pages, aukštis x plotis x storis: 225x170x19 mm, weight: 514 g
  • Serija: Parents' and Teachers' Guides
  • Išleidimo metai: 27-May-2004
  • Leidėjas: Multilingual Matters
  • ISBN-10: 1853597155
  • ISBN-13: 9781853597152
Kitos knygos pagal šią temą:
  • Formatas: Hardback, 240 pages, aukštis x plotis x storis: 225x170x19 mm, weight: 514 g
  • Serija: Parents' and Teachers' Guides
  • Išleidimo metai: 27-May-2004
  • Leidėjas: Multilingual Matters
  • ISBN-10: 1853597155
  • ISBN-13: 9781853597152
Kitos knygos pagal šią temą:
Lots of new parents these days have the opportunity to bring up their child with two or more languages because of increasing job mobility and the global community. The benefits of bilingualism and biculturalism such as higher cognitive skills, an awareness of language and sensitivity to other cultures, are being increasingly recognised. However many parents dont know how to start, what methods to use or where to seek help when facing problems.





Now Suzanne Barron-Hauwaert, a mother of three trilingual children, teacher and linguist who has lived and worked all over the world, has written a book which provides an inspiring approach to passing on two or more languages to your children. In Language Strategies for Bilingual Families she considers several methods of bilingualism and focuses on the one-person one-language approach, in which each parent speaks his or her native language and is responsible for passing on his or her culture.





Suzanne questioned over a hundred bilingual families about their experiences and she interviewed thirty families in depth. The results of her study are linked to current academic research, but the book is both readable and relevant to non-academics and provides fascinating insights into being a multilingual family. It will prove an exciting and stimulating read for potential and current mixed-language families.

Recenzijos

Suzanne has written a superbly clear and accessible account of the daily challenges of family life with several languages. Her recommendations are substantiated by extensive research and show great insight into children's language development. I particularly enjoyed the numerous case-studies of multilingual families, and I would warmly recommend this book as the 21st Century guide to parents of multilingual children. -- Helen Le Merle This book provides an excellent framework for parents who are interested in and concerned by raising bilingual children. -- Dr. Beate Luo, Linguistlist The book presents a well-developed and well-documented position on the OPOL approach. -- Irma M. Olmedo, University of Illinois * Studies in Second Language Acquisition, 27:4 *

Introduction
About the Book
ix
The Organisation of the Book
xi
The Study and Parents' Contribution to this Book
xii
My Background
xiv
Notes
xv
1 The One-Parent-One-Language Approach. What is it?
Part One: The Origins of the OPOL Approach - Maurice Grammont and his Advice to Ronjat
1(9)
From Grammont to OPOL
3(2)
Research Done on Child Bilingualism
5(2)
What the Parents Think About OPOL
7(3)
Part Two: Mixing and Code-Switching Within the OPOL Approach
10(12)
Mixing and Code-Switching and Parental Acceptance
12(3)
Parental Language Use With Their Children
15(2)
What Do The Parents Think About Mixing ...?
17(5)
Summary
22(1)
2 The First Three Years and Establishing the One-Parent-One-Language Approach
Part One: Very Young Children and Language Learning
23(7)
Bonding and Talking to a New Baby in Two Languages - Motherese and Fatherese
25(2)
Consistent Language Use at Home
27(1)
Getting Advice and Increasing Exposure to One Language
28(2)
Part Two: Stages of Development and the Emerging Bilingual
30(10)
Language Differentiation - 'Mummy says Milk, Papa dit lait'
31(2)
Language Refusal and Reluctance to Talk in Young Children
33(3)
The False Monolingual Strategy
36(4)
Summary
40(8)
3 Starting School and Becoming Bicultural - One-Culture-One-Person?
Part One: The Parent's Choice of School
48(11)
Monolingual School Environment
50(1)
Parental Involvement
51(1)
Homework
52(1)
Foreign Language Classes in a Parental Language or a Third Language
53(1)
Gender Differences
54(3)
The Effect of the Peer Group
57(2)
Part Two: The Cultural Heritage of the Parents
59(10)
Importance of Culture for the Parents
61(5)
Bicultural Identity and Anomie
66(2)
How Our Children Reacted to Growing Up with Two (or More) Cultures
68(1)
Summary
69(8)
4 Interaction Between Family Members and the One-Person-One-Language Approach
Part One: Conversations With Both Parents and the Children
77(6)
Linguistic Ability of the Parents
82(1)
Part Two: Grandparents and their Support
83(9)
Grandparents and their Linguistic Role
85(2)
What Parents Said About Their Extended Family
87(5)
Part Three: Studies on Siblings
92(7)
Siblings and Their Use of Language Together
94(2)
Effect on Language Proficiency by Having a Sibling
96(1)
Cousins and Same-Age Friends
97(2)
Part Four: Communication With the Outside World and Visitors
99(3)
What the Parents Said About Group Language Use
100(2)
Summary
102(7)
5 One-Parent-One-Language Families - Expectations and the Reality
Part One: An Ideal World vs the Reality of the OPOL Family
109(13)
The Parents Beliefs About Bilingualism
111(2)
Advantages and Disadvantages
113(4)
Differences Between Mothers and Fathers
117(3)
The Prestige Value of One Language
120(2)
Part Two: Testing Times for the Bilingual Family
122(9)
Feeling Isolated and Excluded Within the Family
123(4)
One-Parent Families
127(2)
Speech Problems
129(2)
Summary
131(7)
6 Living With Three or More Languages ... One-Parent-Two-Languages (or More)
Part One: Defining Trilingualism and Multilingualism
138(11)
Trilingual Family Case Studies
141(3)
Autobiographical Studies
144(1)
Parent's Viewpoints of Being Part of a Multilingual Family
145(1)
What Do the Parents Think About Trilingualism?
146(3)
Part Two: 1999 Survey - Issues Surrounding Multilingual Families
149(7)
(a) Dominant Languages Within the Family: Country-Language vs Family-Language
151(1)
(b) Language Use Within the Home
152(1)
(c) Education of the Trilingual Child
153(1)
(d) Living With Three Cultures
154(1)
Conclusions: One-Parent-Two-Languages (or More ...)
155(1)
Summary
156(7)
7 Seven Strategies for Language Use Within the Family
Part One: The Parents' Options Within the Family
163(15)
(1) OPOL - ML (Majority-Language Strongest)
165(2)
(2) OPOL - mL (Minority-Language Supported By the Other Parent)
167(2)
(3) Minority-Language at Home (mL@H)
169(1)
(4) Trilingual Strategy
170(2)
(5) Mixed Strategy
172(3)
(6) Time and Place Strategy
175(2)
(7) The 'Artificial' or 'Non-Native' Strategy
177(1)
Part Two: Changing Strategies To Suit the Circumstances
178(6)
The Parent's Choice of Strategy
180(2)
The Parent's Comments Regarding Changing Strategies
182(2)
Summary
184(8)
8 The One-Parent-One-Language Approach in the Twenty-First Century
From Grammont and OPOL - 100 Years On
192(1)
Allow Some Mixing at Young Age and Encourage Later Code-Switching
192(1)
Consistent OPOL in the Early Years
193(1)
The Possible Effects of School and Peer Pressure on Language Use
193(1)
Extended Family Involvement and Gaining Their Support
194(1)
Trilingual and Multilingual Families
194(1)
Parents as Role Models
194(1)
Choose a Strategy to Support the Minority-Language
195(1)
OPOL for the Twenty-First Century
195(3)
Appendixes
Appendix 1: Studies on Bilingual Children
198(3)
Appendix 2: The 2001 OPOL Questionaire
201(4)
Appendix 3: Parent's Nationalities and Country of Residence
205(2)
Appendix 4: Case Study Families List
207(2)
Sources of Information for Bilingual Families 209(2)
Glossary 211(4)
References 215(5)
Index 220


Suzanne Barron-Hauwaert is on the Editorial Board of the Bilingual Family Newsletter. Married to a Frenchman with three young children she has direct experience of bringing up children with two or three languages. They have lived as an expatriate family in Hungry, Egypt and Switzerland. Suzanne trained as a teacher of English as a second language and taught adults and children in Japan and Poland. In 1999 she completed a Master's dissertation on trilingual families and continues to research bilingual and trilingual families.