Editorial: Social and affective domain in home language development and maintenance research
Notice bibliographique
Résumé
social-emotional wellbeing. It highlights parents' key role in fostering balanced bilingualism and positive development. Purpuri et al. examine the "feeling different" experience of bicultural bilinguals during language switching, tied to cultural values and behavior. It can lead to exclusion but often enriches personal growth and societal contributions, offering insights into cultural identity amid immigration challenges. Protassova and Yelenevskaya analyze how the war in Ukraine has changed language policies in Russian-speaking immigrant families. They show that many families with Ukrainian roots now prioritize Ukrainian to strengthen cultural ties, while Russian is viewed negatively. Some families, however, still prioritize Russian for educational and professional benefits. Pagé and Noels study how childhood language policies in multilingual families affect language retention in emerging Canadian adults. They find that most participants, aged 17 to 29, aim to retain their home language and are open to adding other languages, providing insights into effective heritage language retention across generations. Ergün and Demirdağ explore how positive language education boosts foreign language enjoyment (FLE) via subjective well-being (SWB). Interventions improved classroom atmosphere and self-awareness. Results show SWB significantly predicts FLE, highlighting the role of positivity in language learning. Szczepaniak-Kozak and Wąsikiewicz-Firlej investigate teacher agency in Polish schools after the 2022 Ukrainian refugee influx, highlighting teachers' swift adaptation to new linguistic and cultural diversity through collaboration and training, despite limited resources. Nenonen scrutinizes positive attitudes towards multilingualism and the influence of social factors on language practices in a multilingual Russian-Italian family in Finland. The family uses an "one person-one language" strategy, with each parent speaking a different language to the child. Schwartz and Ragnarsdóttir present a model for home-preschool continuity in linguistically and culturally diverse settings. They integrate responsive teaching, family language policies, and parental involvement, based on Bronfenbrenner's ecological model, Epstein's parental involvement model, and teacher-parent agency. The suggested model aims to support children's linguistic security through collaboration between parents and teachers, offering a framework for research and practical solutions in multilingual preschool settings. Gacs, et al. examine listening comprehension in German-Russian bilinguals aged 13-19, focusing on Russian as the home language. They explore how language proficiency, family input, and media exposure affect listening skills at various levels (phoneme, word, sentence, and text), finding differences in comprehension across these levels and highlighting the role of linguistic background and language input in shaping listening abilities. This Research Topic provides valuable insights into the relationship between family language policies, bilingualism, and multilingual practices. The studies highlight the importance of supportive environments in both home and educational settings, showing how parents, educators, and communities play key roles in maintaining multilingualism. Together, the contributions emphasize the need for a comprehensive approach to language development that considers social, emotional, and cultural factors to ensure the sustainability of linguistic diversity across generations. The practical implications are broad. It can inform language policies that support bilingual education and home language preservation. The findings also offer guidance for training parents and teachers to better support bilingual development. Targeted services for multilingual families can help address language maintenance and integration challenges. In education, the research can shape curricula that promote bilingualism and heritage language retention. Finally, it highlights the role of community networks in supporting language maintenance and fostering intercultural understanding. Future research could explore the long-term impacts of bilingual upbringing on cognitive, identity, and socio-economic development across different cultural contexts.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,005 | 0,022 |
| Méta-épidémiologie (sens strict) | 0,005 | 0,001 |
| Méta-épidémiologie (sens large) | 0,007 | 0,004 |
| Bibliométrie | 0,004 | 0,003 |
| Études des sciences et des technologies | 0,005 | 0,005 |
| Communication savante | 0,010 | 0,006 |
| Science ouverte | 0,006 | 0,003 |
| Intégrité de la recherche | 0,027 | 0,024 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,015 | 0,009 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».