Parental Attitudes and Practices in Heritage Language Socialisation: Maintaining Spanish and Portuguese in Canada
Notice bibliographique
Résumé
The use of a heritage language (HL) at home has been seen as one of the most influential factors in determining its maintenance and is highly shaped by the attitudes parents have towards their language. These parental attitudes thus play a significant role in children's HL socialisation, particularly in environments in which the HL is in competition with multiple minority and/or majority languages, as is the case in many areas of Canada with the two Official Languages (OLs), French and English. In such environments, HL maintenance is not only influenced by the parental attitudes towards the HL itself, but also towards the OLs. Parental attitudes, the language(s) of schooling and overall exposure to each language all play a role in determining if the child will grow up to be monolingual, bilingual, or multilingual. This exploratory study aimed to identify the attitudes of Spanish- and Portuguese-speaking parents towards maintaining these HLs in Canada and their children’s language development in their HLs alongside French and English. It also aimed to explore how these attitudes influence their practices with respect to their children’s language socialisation, specifically their family language practices and the language(s) of schooling in which they choose to enrol their children, adding to this area of study that currently lacks descriptive research. Both the qualitative and quantitative results showed that the 315 parent participants generally had positive or very positive attitudes towards their HL and its maintenance in Canada, showing a high desire for their children to develop bilingually or multilingually in their HL and one or both of the OLs. These attitudes supported the family use patterns, with many parents reporting a high use of their HL at home, including those in linguistically intermarried families. Their positive attitudes towards both OLs and a generally high desire for bilingual or multilingual education were supported by the choices they made, when possible, in the language(s) of education of their children. The lack of quality and/or accessible options was noted by many and shows a growing need for more educational offerings in these two HLs. The results may be used in determining best practices for the transmission and maintenance of Spanish and Portuguese in a linguistically-diverse Canada.
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 distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
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 tête enseignante, 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 ».