The Interaction Between Family Language Policy and Educators in Early Language Education

Abstract

Using Family Language Policy as its theoretical framework, this chapter examines studies on the interaction between minority language speaking families and educators in mainstream schools and complementary classes in community organizations. When children begin socializing outside the home context during early childhood years, multilingual families ponder more upon how to arrange their family language practices. They find this challenging if their linguistic expectations and mainstream school ideologies contradict. In order to equip themselves with the best linguistic strategies, they consult educators. A successful multilingual upbringing is ensured when families and educators work in partnership. Following an overview of main theoretical concepts influencing Family Language Family, the chapter reviews major studies that examined how teachers in the mainstream schools encourage or discourage home language practices, and how families react to this. It also provides empirical studies of the relationship between families and complementary schools and presents future research directions. The chapter argues that research with families and teachers on how to foster these partnerships is necessary to increase the quality of pedagogical support for teachers and help families to have a successful family language policy.KeywordsFamily language policyExternal language managementEarly language educationParent-teacher interactionParent and teacher agency