Fiorentino, Alice. (2017). Strategies for language maintenance in transnational adoption: which role for the parents?

This paper investigates adoptive parents’ representations of their children’s birth-language and language negotiation which takes place during early stages of transnational adoption. By drawing on the interview discourse of 20 Italian transnational adoptive parents, in the first part we will focus on the reasons that led parents to use the child’s language with him/her and with orphanage staff during the first contacts in the country of origin. In the second part, the parents reported that they relied both on productive and receptive acquired linguistic knowledge to negotiate linguistic contexts with the child. In the third part, we will describe how the mothers and the fathers rationalized the children’s linguistic transition from their first language to the parents’ language and, finally, we will explore the parents’ discourse around language shift.
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Schalley, A.C., Eisenchlas, S.A., & Gagarina, N. (2017). HOLM 2016 – The International Conference on Social and Affective Factors in Home Language Maintenance and Development. Pages 1-5

A report on a conference initiated by the International Association for Applied Linguistics (AILA) Research Network (ReN) on Social and Affective Factors in Home Language Maintenance and Development. The HOLM 2016 conference, held in Berlin in February 2016, attracted close to 70 scholars and practitioners from over 20 countries interested in home language maintenance and development who met over a period of two days to exchange ideas and discuss projects.
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Volume 1, 2016

Cunningham, U., King, J., Schalley, A., & Seals, C. (2016). Editorial

We are excited to present the first papers of the new Journal of Home Language Research. We hope this journal will provide a forum for presentation and discussion of original research from all parts of the world, in all areas related to the study of home languages. Our focus on the home is due to the importance of family and community for the success of intergenerational transmission of minority languages. We define home languages as any languages that are not the majority language(s) of the context and are spoken in the family and/or community. This relates to heritage, migrant and indigenous language transmission, each with their distinctive challenges.
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Albury, N. (2016). Holding them at arm’s length: A critical review of Norway’s policy on Sámi language maintenance. Pages 1-16

Norway’s policy on its indigenous Sámi minority is oftentimes heralded as best practice in fostering self-determination and home language maintenance. Norway’s policy rhetoric indeed promises that all Sámi have a right to develop their home language, and that all Norwegian children will become familiar with Sámi languages and culture. However, this paper takes a more critical perspective of Norway’s policy. It argues that rhetoric has not been operationalised to benefit all Sámi nor promote Norwegian familiarity with the languages. Instead, the state appears to juggle its legislative obligations to promote the Sámi languages with an ongoing ideology in the community that the Sámi languages cannot be seen as contributing to the contemporary Norwegian nation. To make this argument, the paper firstly reviews the state’s Sámi language policy to discuss fractures between rhetoric and policy. It then reports the findings of a case study whereby public online debates over the past five years about the Sámi languages in a national context were critically analysed. The case study indeed reveals a vigorous preference to hold the Sámi languages at arm’s length, for reasons such as that the languages endanger Norwegian identity, that the Sámi do not deserve an indigenous status, that the Sámi are foreign to Norway and, conversely, that the Sámi do not fulfil their responsibilities as Norwegian citizens. The paper concludes that a potent Norwegian ideology against the Sámi languages may explain the state’s reluctance to implement its high-level policy promises.
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Bohnacker, U., Lindgren, J., & Öztekin, B. (2016). Turkish- and German-speaking bilingual 4-to-6-year-olds living in Sweden: Effects of age, SES and home language input on vocabulary production.  Pages 17-41

This paper investigates vocabulary production in the minority home languages of 40 TurkishSwedish and 38 German-Swedish bilingual preschoolers aged 4;0–6;11, growing up in Sweden. We explore how age, SES, and exposure via mother-tongue instruction and home language use in the family affect child vocabulary skills. This has not previously been investigated in Sweden. Cross-linguistic Lexical Tasks (CLTs; Haman, Łuniewska & Pomiechowska, 2015) were used to test noun and verb production in Turkish and German. Background information was collected using a parental questionnaire. The two bilingual groups performed equally well in their respective home languages, Turkish and German. There were no effects of age, socio-economic status (SES) or mother-tongue instruction on vocabulary. However, input in the home setting had a clear effect. Children whose parents used the home language to the child and to each other had significantly higher vocabulary production scores. Having additional home-language input providers such as friends also affected the scores. These results from a Swedish context echo findings from studies of other language combinations and reveal the importance of input for the development of expressive vocabulary.
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ISSN number  

ISSN 2537-7043