Introduction |
|
|
|
ix | |
|
The Organisation of the Book |
|
|
xi | |
|
The Study and Parents' Contribution to this Book |
|
|
xii | |
|
|
xiv | |
|
|
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) |
|
|
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) |
|
|
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) |
|
|
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) |
|
|
51 | (1) |
|
|
52 | (1) |
|
Foreign Language Classes in a Parental Language or a Third Language |
|
|
53 | (1) |
|
|
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) |
|
|
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) |
|
|
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) |
|
|
127 | (2) |
|
|
129 | (2) |
|
|
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) |
|
|
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) |
|
|
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) |
|
|
170 | (2) |
|
|
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) |
|
|
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) |
|
|
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 | |