Raising Bilingual and Trilingual Children: Japanese Immigrant Parents' Child-Rearing Experiences
Bibliographic record
Abstract
This research coiiected and documented the voices of six Japanese immigran parents who raised or are raising their chiidren as bi-and trilinguals in Toronto, Canada It is an atternpt to show the intricacies and complexities behind the language choice immigrant parents make on behalf of their children.In order to reflect the nch narratives of these parents, a life history research method was chosen.Life history research aliows the researcher to examine the people's stories by placing them in a larger social framework This study shows that the major motivating factor behind choosing to use L1 (i.e., Japanese) at home is the desire, on the part of immigrant parents, to maintain strong farnily bonding.This in turn mplies that L 1 oraI communication, which is a vital tool for family cohesion, is fostered and encouraged, but the development of L1 written skills is, in some cases, not given equal attention.Furthemore, when the goal is to achieve communication and not necessarily to nurture bilingual development, important elements such as elevated vocabuiary usage is not active1 y sought by the parents.Some parents seemed to have fallen victirns of the myth about second language acquisition (SLA) that their insistence on L 1 maintenance could be burdensome or damaging to their children.The desire for their children's academic success deters some parents fiom actively pursuing LI maintenance or considering L3 leaniing.In fact, in inteniiews sorne parents shared their feelings of guilt for choosing to raise their children using L1 at home, blaming their own limited L2.Yet their consistent use of L1 is a vital instrument in successful bilingual child-rearing.It is unfortmate to see how immigrant parents.given more-or-less successful biiingual child-rearing experiences, are caught in an inescapable predicarnent of guilt.As far as the L 1 maintenance and L2 leaniing was concemed, a clear division of labour was found.Home was where the L1 was fostered and used with the chikiren, and the school was where the chiidren's L2 was taught.This clear schism functioned as a doubleedged sword: The exclusive use of L1 by the parents seemed to endorse their Japanese identity and helped children to focus on their LI.Similarly, at school, the consistent and continuous L2 usage helped the children's SLA.However, in many cases parents' adherence to L1 and their Limited L2 and the school's focus only on L2 skills led to the alienation of the parents from the school, leading, in mm, to non-communication between the two.Some parents believed that the sharp division also contributed to a lack of development of certain language skiiis in L1 and limiteci vocabulary growih in L2.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".