Whose heritage? What inheritance?: conceptualising family language identities

Sabine Little

doi:10.1080/13670050.2017.1348463

Abstract

ABSTRACTMigration, global mobility and language learning are well established as independent and interrelated fields of study. With nearly one fifth of children in British primary schools classed as speakers of English as an Additional Language (EAL), there remains much to explore in the field of heritage language research. This paper reports on a survey of 212 heritage language families and ten family interviews with families who, though not living in isolation, are not part of large, well-established, local communities. The study reported here explores the families’ attitudes towards heritage language development, and their efforts to maintain, support or develop the heritage language in their families. The paper puts forward an original framework which can be used to conceptualise how different uses and perceptions of the heritage language use may be linked to identity, and concludes with recommendations on how relatively isolated heritage language families and their small community networks may be better supported to enable children more fully to benefit from the advantages of their multilingual, multicultural capital.

Highlights

Migration, global mobility and language learning are well established independent and interrelated fields of study (Blackledge and Creese 2010; Norton 2013)
With nearly one fifth of children in British primary schools classed as speakers of English as an Additional Language (EAL), there remains much to explore in the field of heritage language research
The paper puts forward an original framework which can be used to conceptualise how different uses and perceptions of the heritage language use may be linked to identity, and concludes with recommendations on how relatively isolated heritage language families and their small community networks may be better supported to enable children more fully to benefit from the advantages of their multilingual, multicultural capital

Summary

Introduction

Global mobility and language learning are well established independent and interrelated fields of study (Blackledge and Creese 2010; Norton 2013). Tinsley and Board’s study illuminates the fragmented, unstable provision and support for heritage languages in England, which relies on enthusiastic and informed individuals For children and their families, home and school may occupy distinct language spheres. As in Kenner’s study, the children of the families interviewed for this study spoke fluent English, working at the national curriculum’s expected level or ahead of it They are often invisible as heritage language speakers who do not necessarily showcase their heritage language skills at school, risking a negative influence on their constructed identities as plurilingual, pluricultural individuals

Methodology

Ethical considerations

Discussion of findings

Findings

Limitations of the study