By Mila Schwartz, Anna Verschik
This booklet offers the vanguard of study within the rising box of kinfolk language coverage. this can be the 1st quantity to discover the hyperlink among relations language coverage, perform and administration within the mild of kingdom and neighborhood language coverage in additional than 20 ethno-linguistic groups around the globe. Contributions by means of top students from 8 nations and 3 continents provide insights in how relatives language coverage can be interpreted from a number of theoretical views, utilizing leading edge methodologies. specifically, the authors current novel information on winning family members language practices corresponding to faith-related literacy actions and homework classes, in addition to administration, together with prayer, number of bilingual schooling, and hyperlinks with mainstream and complementary studying, which enable the conclusion of language ideology inside 3 contexts: immigrant households, inter-marriage households, and minority and majority households in conflict-ridden societies.
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Additional info for Successful Family Language Policy: Parents, Children and Educators in Interaction
Responses were given on a five-point scale, 1 (not at all) to 5 (very well). 97 for competence in Hebrew. Five items measured the parents’ perceptions of the child’s L2 development: the child began to understand and use the L2 (speaking/singing/using single words and full sentences/speaking to the teacher in L2). The child’s multicultural development 34 M. Schwartz et al. was examined by three variables: the child has a friend whose mother tongue is L2; the child began to communicate with other children in L2; and the child watches TV in L2.
It is also important to mention that the Ministry of Education supports these bilingual schools. Two methods of instruction are used for Arabic and Hebrew: alongside each other, and in separated sessions. The appearance of two languages in the schools complicates the cultural context. Aiming for balanced bilingualism, the schools adopt a strong bilingual additive approach. The Center for Bilingual Education is fully aware of the intellectual advantages of raising children bilingually. The Center also believes that this kind of education will prepare children from the Jewish majority to build relationships with Arabs from adjacent countries in case of future peace negotiations (Bekerman 2004).
A potential problem facing the Center for Bilingual Education is determining cultural and identity issues that 28 M. Schwartz et al. should be dealt with at the school, and the exposure of both groups to historical interpretations of the conflict (Bekerman 2004). What exactly should the children be taught to raise their awareness, on the one hand, and to encourage a positive relationship and mutual understanding, on the other? , Bekerman and Tatar 2009) has found that the schools may have difficulty dealing with the problematic cultural and identity issues that emerge when bringing the groups together.
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