Minority language maintenance

El bilingüismo y la política lingüística implementada en el hogar son temas
principales de varios estudios que tratan comunidades migrantes (Döpke, 1992; Barron-Hauwaert, 2004; Luykx, 2005; Baker, 2006; De Fina, 2012; King y Fogle, 2013; Chan, 2018; Bissinger, 2021), aunque todavía poco analizados en los trabajos españoles. El objetivo de este artículo es proporcionar un breve análisis de las prácticas lingüísticas que suelen implementar familias mixtas con respecto al uso de la lengua mayoritaria (español) y la lengua de herencia (lituano). Para llevar a cabo el estudio, hemos realizado entrevistas semidirigidas con cinco inmigrantes lituanos que viven en la familia mixta. Los resultados sugieren que la mayoría de
las personas entrevistadas dan preferencia al uso de la lengua mayoritaria en casa. Por otra parte, el grado del mantenimiento de la lengua de herencia está relacionado con las actitudes lingüísticas e identitarias que estas personas manifiestan.

It is undeniably true that local languages will be preserved if they are respected, used, and inherited to the next generations. They should be used in the family and community so that children do not avoid or become unfamiliar with their vernaculars. This study explored the attitudes of Acehnese young families toward Acehnese language, and further investigating their efforts in maintaining and passing the local language to their children. Twelve Acehnese couples (young parents) residing in Banda Aceh, Indonesia, were interviewed to obtain data. They were chosen on purpose because their first languages had to meet the study's criteria: (a) Acehnese-speaking parents, (b) Acehnese-speaking fathers and Indonesian-speaking mothers, (c) Indonesian-speaking fathers and Acehnese-speaking mothers; (d) Indonesian-speaking parents, (e) Acehnese-speaking fathers and other ethnic language-speaking mothers; as well as (f) other ethnic language-speaking fathers and Acehnese-speaking mothers. The data were then transcribed and identified for the key points, patterns, or themes in accordance with the attitudes of Acehnese young parents toward Acehnese language. The findings show that the Acehnese language was highly valued for being the heritage language, connecting people within and outside of families, expressing emotions, and requiring promotion despite its low popularity. Although a majority of parents in this study saw the Acehnese language as important for expressing their Acehnese identity and were aware of its values, they failed to pass the language on to their children. Out of the twelve families, only one family succeeded in passing on and maintaining Acehnese to their children. Nevertheless, language maintenance in the home works if parental practical efforts are made by providing their children with linguistic resources, and most important of all, using the local language in interactions with them.

This study examines minority youth’s daily language life in the family and ethnic community domains. It focuses on young ethnic minorities in a subtractive language context in Vietnam and how they construct their individual language policy through their language practices, beliefs and management in responding to language policies of the family and community of which they are members. Ethnographic interviews with college-age students were the main data sources. Findings suggest that the youth’s L1-oriented individual language policy was strongly informed by their family and ethnic community’s (in)visible language policies, peer culture and the culture of respect, as well as the broader local and mainstream social settings. The youth’s individual language policy reflected their awareness of family and community desires for them to speak the ethnic language and nurture positive L1 attitudes tying to their family-community citizenship. Developing young people’s sense of family-community citizenship through language, as well as building family – community partnership for conserving a common L1-priority policy among members, may be potential grassroots initiatives which can help effectuate minority language maintenance efforts.

This article examines views of Albanian immigrant parents regarding home-language maintenance in Greece. It aims to reveal language ideologies in relation to broader ideologies about schooling and education. Following a qualitative interpretative approach, we conducted semi-structured individual and group interviews with 19 parents of bilingual students. Parents express a range of ideological stances from total resistance to the dominant school monolingual ideology to passive acceptance and could be grouped into three categories: (a) the "fighters," who make a conscious claim for home-language use and education; (b) the "probilingualism" parents, who partially consent to the dominant discourse of monolingualism in the Greek school; and (c) the "indifferent" parents, who appear not to be concerned about the future of the Albanian language. Data from interviews suggest that dominant school-language attitudes and practices play an important role in shaping the language views and practices of immigrant parents.

Déantar cur síos sa pháipéar seo ar thionscadal taighde Dúchas. Cruthú, mar acmhainn taighde, leagan digiteach ar líne de Chnuasach Bhéaloideas Éireann (CBÉ) 1 , ceann de na cnuasaigh ábhair bhéil agus eitneolaíochta is mó ar domhan, is aidhm do thionscadal Dúchas. Mairfidh an cnuasach fisiciúil in ionad an Chnuasaigh in UCD i gcónaí, ach mairfidh an leagan digiteach ag dúchas.ie 2 feasta. Tá iliomad bailiúchán i gCnuasach Bhéaloideas Éireann, a chuimsíonn idir lámhscríbhinní, ghrianghraif, fhuaim agus fhís. Roghnaíodh bailiúchán lámhscríbhinní a bailíodh sna tríochaidí, Bailiúchán na Scol, le digitiú ar dtús faoi Dúchas. Cé go dtabharfar faoi dhigitiú trialach ar bhailiúcháin eile sa Chnuasach mar chuid den chéim seo (2013-2016) de thionscadal Dúchas, dírítear ar dhigitiú Bhailiúchán na Scol, chomh maith le bunú an infreastruchtúir don tionscadal fadtéarmach, san alt seo. Is comhthionscadal é Dúchas idir CBÉ sa Choláiste Ollscoile, Baile Átha Cliath, agus Fiontar in Ollscoil Chathair Bhaile Átha Cliath. D'eascair sé ar dtús as an Straitéis 20 Bliain don Ghaeilge a d'fhoilsigh an Roinn Ealaíon, Oidhreachta agus Gaeltachta (REOG) i Mí na Nollag 2010. 3 Mhaoinigh REOG tionscadal píolótach sa bhliain 2013 chun ábhar ceithre chontae as Bailiúchán na Scol a dhigitiú agus a fhoilsiú ar líne. D'éirigh leis an obair phíolótach sin agus tá an tionscadal á mhaoiniú anois ag REOG agus ag an gColáiste Ollscoile, Baile Átha Cliath. Tá meascán comhlántach taithí agus scileanna ag na rannpháirtithe sa tionscadal. Is le CBÉ an t-ábhar béaloidis féin agus is acusan atá an saineolas ar ábhar Bhailiúchán na Scol agus ar léann an bhéaloidis trí chéile. Tá taithí fhada ag Fiontar maidir le tionscadail dhigitithe a chur i gcrích i réimsí ar nós na téarmeolaíochta agus na logainmmníochta agus maidir le hacmhainní nua teanga a chruthú. Tá Taisclann Dhigiteach na hÉireann, atá páirteach sa tionscadal freisin i ról comhairleach, ar thús cadhnaíochta maidir le forbairt na ndaonnachtaí digiteacha in Éirinn agus tá comhairle luachmhar á cur ar fáil acu i dtaobh cosaint sonraí, catalógú agus meiteashonraí, ceadúnú inneachair agus idir-inoibritheacht sa chartlannaíocht dhigiteach. Pléitear thíos stair Bhailiúchán na Scol, an chéad mhórbhailiúchán a ndéanfar digitiú air, agus tagraítear do cheist na rochtana poiblí ar an mbailiúchán úd agus ar CBÉ i gcoitinne. Ina dhiaidh sin, tuairiscítear ar dhá mhórghné den tionscadal féin, an digitiú agus an catalógú. Ar deireadh, luaitear cuid de na buntáistí a bhainfidh le leagan digiteach de CBÉ a bheith ar fáil. Roghnaíodh Bailiúchán na Scol don chéad chéim de thionscadal Dúchas óir thar bhailiúchán béaloidis ar bith in Éirinn tá Bailiúchán na Scol ar an gceann is mó aitheantas i measc an phobail. Is é an bailiúchán is mó é a mheallann cuairteoirí isteach chuig CBÉ sa Choláiste Ollscoile, Baile Átha Cliath. Is cúis iontais acu go minic é nuair a thuigtear dóibh go bhfuil mórán bailiúchán eile sa Chnuasach, agus gurb é an Príomh-Bhailiúchán, saothar na mbailitheoirí lánaimseartha, an ceann is fairsinge agus is téagartha ar fad. Anuas air sin, tá 1

While virtually all languages on this planet are technically "stateless languages", most of the entire (socio)linguistic research goes into the tiny minority of state languages. In this contribution I will focus on a special type of stateless languages which will be presented as a configurational prototype of modern multilingualism in the industrialised countries of the Western World, especially of Western Europe. We will call this prototype WERL (Western European Region Languages). WERLs may or may not be official; they are, however, treated as full-fledged languages by an important part of their speakers, have a written standard variety and are typically engaged in a long-standing conflict with their titular nations in order to gain full "normalization", i.e. a (re-)introduction of the regional language into the public domain. Each of these languages is an identitarian cristallisation-point for a stateless nation which defines itself mainly via this shared language. Although nationalism as an ideology is universally shunned in the scientific community, the national identities of established nation states are nevertheless strictly respected; the concept of "stateless linguistic nations", on the other hand, is viewed with great suspicion. It would seem that nations are only acceptable as long as they're associated with a corresponding nation state. This can be seen as one of the many consequences of the "banal nationalism" (Billig 1995) of the great nation states. We will argue that phenomena like "stateless", "cultural" or "linguistic nations" will not just vanish if we continue to ignore them; rather, we propose to study them systematically and in comparison with each other. We will try and argue that there actually is such a configurational prototype as WERL and that it can play an important role in a systematic comparison between cases that are usually only treated individually (e.g., Catalan, Welsh, Basque, Frisian, Occitan, Furlan, Galician, Breton in Western Europe). We will argue that the accompanying discourses are probably the most important common element between the individual cases. The established prototype can also be applied to analyse former WERLs which have in the course of history risen to be "national languages" of nation states like Finnish, Slovene, Ukrainian, Lithuanian etc. and use these to better understand the developments of the less fortunate or even failed WERLs.

ABSTRACT

Arabic was unwanted by the designers and founders of the Republic of Turkey (founded in 1923) and prohibited in public space in the 1980s. Its status started changing in the late 1990s and 2000s, when it became increasingly offered in state education as a foreign language. By looking at the place of Arabic and the impact of the language policies of the Republic of Turkey then and now, the aim of this article is to investigate the consequences of these recent changes on the language ideologies of Turkish citizens in southern Turkey whose inherited familial language is Arabic but who are experiencing language shift to Turkish, the national language. Rooted in the sociolinguistics of multilingualism, this article, based on ethnographic fieldwork and interviews conducted in Antioch, shows that due to their religious and language background these citizens have lengthy experience of minoritization. Qualitative analysis of their language ideologies shows on the one hand a desire to maintain Arabic, but on the other hand conflicting views about the variety of Arabic they speak and a tendency to be influenced by pro-Turkish language ideologies. The paper concludes by re-evaluating the language shift they have experienced.

Focusing on the complex multilingual setting of Indonesia, the present study investigates the representation of Spolsky's (2004) three aspects of language: ideology, management, and practice. Specifically, we look thoroughly at parental language ideology and attitude and how they are reflected in actual language practice and planning, focusing on English as a foreign language. Our analysis draws from a large-scale online survey of 1,344 multilingual parents from different parts of Indonesia, with the survey being distributed to over 28 provinces, including NAD,

Greece is home to a plethora of languages other than Greek. The country's language diversity includes immigrants, repatriates, refugees, Roma, Muslim minorities, and Pomaks, etc. There have been periods in modern and contemporary times, though, where Greek society has seemed relatively homogenous. In the 1990s, this fragile homogeneity was challenged by massive flows of newcomers. At the beginning of the 1990s, most of the migrants came from the neighboring Balkan countries, mainly from Albania. Meanwhile, from 2015 to 2016, Greece experienced an unprecedented influx of migrants and refugees fleeing war and deprivation in their home countries in the Middle East and South Asia in search of a better and safer life in the EU.

This study is a case study that covers the presentation formats for language choice on the speech community of Acehnese based upon family domains in bilingual Indonesian speech behavior. The sources of variance are between Aceh and Indonesian languages in Medan. The parameters that are being used first through language choice between Indonesian, Indonesian/Acehnese, and Acehnese relating to the role relationship between husband to wife; father, mother and their sons and daughters. The second one is related to speech situation such as arguing, advising, chatting, and persuading. The method approach is quantitative descriptive and was employed by the samples of 200 persons. The result shows that the average persentage of the language choice in every single speech situation among the husbands to the wives was 86% and the wives to the husbands was 82% dominantly Acehnese. The average percentage of the language choice among sons and daughters to their parents or vice versa was 76 % constantly mixing language; Acehnese/ Indonesian in all of speech situations. The result of this study showed that mostly the husbands and the wives maintain their tribe language well. The result found that most of the children of Acehnese never totally leave their tribe language, even they live in Medan as a big city.

This research deals with language shift of Bahasa Aceh in Delitua. The objectives of the study were to explain the reasons of Bahasa Aceh shift occurring among its speakers in Delitua. This research conducted qualitative research. The data were taken from Acehnese people in Delitua. The data of the study was 15 respondents. The instruments used for this study were observations, open questionnaires, and interviews. The data collected were analyzed by applying interactive model of Miles and Hubarman which consist of data reduce, data display, data verification and conclusion. The researcher found that there are three reasons of shifting Bahasa Aceh into Bahasa Indonesia namely social success, habitual language use, status of Indonesia language. The researcher found that the highest reasons of shifting Bahasa Aceh in Delitua is social success and status.

This research deals with language shift of Bahasa Aceh in Delitua. The objectives of the study were to explain the reasons of Bahasa Aceh shift occurring among its speakers in Delitua. This research conducted qualitative research. The data were taken from Acehnese people in Delitua. The data of the study was 15 respondents. The instruments used for this study were observations, open questionnaires, and interviews. The data collected were analyzed by applying interactive model of Miles and Hubarman which consist of data reduce, data display, data verification and conclusion. The researcher found that there are three reasons of shifting Bahasa Aceh into Bahasa Indonesia namely social success, habitual language use, status of Indonesia language. The researcher found that the highest reasons of shifting Bahasa Aceh in Delitua is social success and status.

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.

Language development of a child is believed to be highly influenced by environmental conditions. Parents are the closest individual to children's growing and development of self-skill, especially linguistic skill, which is essential to provide them the ability to socialize with others. The purpose of this study is to examine parents' roles in children's bilingual development. Specifically, this study seeks to have a deep investigation on how the parents play their roles in children's bilingual development. This research is adopting qualitative design and the family with bilingual use of language was targeted as the data source. The data of this study is the utterances collected from the interview which is used as the technique of collecting data. Then the data will be analysed by applying the theory of parents' role suggested by Anderson. The result of this research found that from five of roles suggested by Anderson, four roles were found, they are the role as a motivator (40%), a feedback provider (30%), a facilitator (20%) and a controller (10%), meanwhile the role as threatener was not found. This study also found that the subjects on this research were categorized as unbalanced bilinguals due to their ability to speak one language dominantly over the other language.

This article presents a case study, conducted in the Greek educational context, as part of the European collaborative project, called "ISOTIS", funded by the European Union, including 17 partners and 11 countries. The main aim of the case study was the support of students' first languages and cultures through home-based and classroom-based activities, family involvement and the professionalization of teachers using ICT environments in early childhood education. In this paper, we particularly focus on aspects of home-school partnership, as promoted through the support of children's heritage languages and cultures, drawing from the perspectives of the parents, teachers, and professionals, who participated in qualitative, semi-structured interviews and focus groups. The research findings show that homeschool partnership was fostered through the inclusion and support of the children's languages and cultures, the affirmation of their identities and the empowerment of their 'voices' and capitals. Last, they highlight that family involvement has a multiple impact not only for bi/multilingual families and their children, but also for teachers and all parts involved, shown to be benefited in a multidimensional way.

This paper presents data from two studies-a nationwide quantitative research and an ethnographic study-on immigrant parents' perspectives about heritage language maintenance and education in Greek state schools. The quantitative data come from a large-scale questionnaire survey, which aimed at the investigation of the needs and requirements for the implementation of a pilot programme teaching immigrant languages in Greek state schools. The findings regarding immigrant parents' perspectives provide an updated, comprehensive view on how they perceive and respond to the issue of the support and teaching of their heritage languages within the Greek context. Complementing and enhancing those findings, the qualitative data from the ethnographic study, through the analysis of immigrant parents' semi-structured interviews, provides important insights into aspects of the parents' complex sociolinguistic reality, thus offering an in-depth understanding and interpretation of their language views.

With the aim of contributing to the discussion on the role of education in societies experiencing significant levels of migration, this article focuses on the ‘Intercultural Education Schools' (IES) established by the Greek State in 1996. Within a highly centralised educational system, IES were considered to be the answer to the need for educational and social integration of minority pupils, especially those who were immigrants. On the other hand, IES have been strongly criticised as marginalised school environments that have failed to manage diversity proactively. Drawing on different sources of data (e.g. interviews, questionnaires, school reports), this article attempts to illuminate the mission of IES, as well as their potential and constraints. The possible impact of IES on the formulation of appropriate strategies for combating educational and social exclusion is also discussed.

English is an international language around the world. Even in Indonesia, English is widely used by many people. That is why nowadays many parents send their children to a bilingual school to learn and speak in two languages. This study was conducted to investigate on parents" attitudes toward bilingual education programs. Therefore, the question in this study is: "What were parents" attitudes toward a bilingual education program?" One hundred participants were selected from four bilingual kindergartens in Salatiga. They were parents whose children were at the age of 5 to 6 years old. A questionnaire with fourteen closed-ended items and three open-ended items was used to collect the data. The researcher presented the data into three general themes based on Bernstein"s study (1991), the three components are (1) Cognitive Attitude: Parents" opinion toward Bilingual Education Program, (2) Affective Attitude: Parents" feeling toward Bilingual Education Program, and (3) Behavior Attitude: Parents" behavior toward Bilingual Education Program. The results indicate that the majority of the parents have positive attitudes toward bilingual education program. They believed that by studying in a bilingual education program, their children will be more confident, fluent in two languages and have a better future.

Language shift means replacing one language to another as a communication tool within a community. This study intends to investigate the factors that cause language shift among Acehnese and its impact to the young generations of Acehnese language users. The study reveals that there are two factors causing a shift in Acehnese language, namely: the external factors (i.e., culture, economy, and inter-generational transfer) and (2) internal factors (i.e, language attitude and language ability). In addition to the impact of language use, the study points out that although most of the Acehnese people are able to speak their own community language, their children are rapidly losing their language.

This paper discusses two environments in which concept definitions are published, namely terminological dictionaries which deal specifically with technical subjects and general online encyclopaedias such as Wikipedia. It compares the intended function of both resource types, justifies and explores their differences, and considers whether a mutually beneficial relationship can exist between both knowledge formats. This discussion will focus on a real world exercise undertaken to enrich term entries and definitions relating to the natural world in Welsh terminological dictionaries. The paper also investigates the technological methods used to incorporate Wiki content into terminological dictionaries, and examines some of the licensing issues arising from sharing content between different resources. It concludes by examining how the interconnection between the environments of Welsh Wicipedia and of Welsh terminological dictionaries might be developed in the future.

It is undeniably true that local languages will be preserved if they are respected, used, and inherited to the next generations. They should be used in the family and community so that children do not avoid or become unfamiliar with their vernaculars. This study explored the attitudes of Acehnese young families toward Acehnese language, and further investigating their efforts in maintaining and passing the local language to their children. Twelve Acehnese couples (young parents) residing in Banda Aceh, Indonesia, were interviewed to obtain data. They were chosen on purpose because their first languages had to meet the study's criteria: (a) Acehnese-speaking parents, (b) Acehnese-speaking fathers and Indonesian-speaking mothers, (c) Indonesian-speaking fathers and Acehnese-speaking mothers; (d) Indonesian-speaking parents, (e) Acehnese-speaking fathers and other ethnic language-speaking mothers; as well as (f) other ethnic language-speaking fathers and Acehnese-speaking mothers. The data were then transcribed and identified for the key points, patterns, or themes in accordance with the attitudes of Acehnese young parents toward Acehnese language. The findings show that the Acehnese language was highly valued for being the heritage language, connecting people within and outside of families, expressing emotions, and requiring promotion despite its low popularity. Although a majority of parents in this study saw the Acehnese language as important for expressing their Acehnese identity and were aware of its values, they failed to pass the language on to their children. Out of the twelve families, only one family succeeded in passing on and maintaining Acehnese to their children. Nevertheless, language maintenance in the home works if parental practical efforts are made by providing their children with linguistic resources, and most important of all, using the local language in interactions with them.

The present study investigates individual bilingualism of second-generation Albanian, immigrants in Greece. More specifically, it investigates the linguistic impact of migration and the phenomena of language maintenance and shift based on the example of Albanian immigrant, primary school students in Greece. The data collected was based on interviews through which the participants’ linguistic biographies were elicited and from recordings of informal communication among them. The aim of the present study is to identify the participants’ patterns of communication in the home and school environment, investigate the incentives, the rationales and the conditions these patterns of communication stem from, as well as the participants’ attitude towards Albanian. Results revealed that L1 transmission is problematic for the Late Bilinguals’ group, while the possibility of non-acquisition of Albanian remains a reality for the participants who were born in Greece or came to Greece in infancy. Th...

This paper explores the language ideologies of three middle-class migrant Greek families in Luxembourg, one 'established' family and two 'new' crisis-led migrant families, all of whose children attend Luxembourgish state schools. While the families differ in terms of migration trajectory, their language ideologies converge. The findings of this ethnographic study show that all parents view multilingualism as an asset and relate it to culture, identity and job opportunities. The parents' ideologies are shaped both by their desire to improve their social standing and by societal discourses on the values of languages in the job market and in the Higher Education. Luxembourg's official trilingualism is seen as a symbol of national cohesion and it is viewed as a commodity on the job market. Thus, the development of children's multilingualism in French, German and English is seen as a 'commodity' which, they hope, will enable children to compete in the new globalised, transnational and post-industrial/services market.

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This article examines views of Albanian immigrant parents regarding home-language maintenance in Greece. It aims to reveal language ideologies in relation to broader ideologies about schooling and education. Following a qualitative interpretative approach, we conducted semi-structured individual and group interviews with 19 parents of bilingual students. Parents express a range of ideological stances from total resistance to the dominant school monolingual ideology to passive acceptance and could be grouped into three categories: (a) the "fighters," who make a conscious claim for home-language use and education; (b) the "probilingualism" parents, who partially consent to the dominant discourse of monolingualism in the Greek school; and (c) the "indifferent" parents, who appear not to be concerned about the future of the Albanian language. Data from interviews suggest that dominant school-language attitudes and practices play an important role in shaping the language views and practices of immigrant parents.

With the aim of contributing to the discussion on the role of education in societies experiencing significant levels of migration, this article focuses on the ‘Intercultural Education Schools' (IES) established by the Greek State in 1996. Within a highly centralised educational system, IES were considered to be the answer to the need for educational and social integration of minority pupils, especially those who were immigrants. On the other hand, IES have been strongly criticised as marginalised school environments that have failed to manage diversity proactively. Drawing on different sources of data (e.g. interviews, questionnaires, school reports), this article attempts to illuminate the mission of IES, as well as their potential and constraints. The possible impact of IES on the formulation of appropriate strategies for combating educational and social exclusion is also discussed.

With the aim of contributing to the discussion on the role of education in societies experiencing significant levels of migration, this article focuses on the 'Intercultural Education Schools' (IES) established by the Greek State in 1996. Within a highly centralised educational system, IES were considered to be the answer to the need for educational and social integration of minority pupils, especially those who were immigrants. On the other hand, IES have been strongly criticised as marginalised school environments that have failed to manage diversity proactively. Drawing on different sources of data (e.g. interviews, questionnaires, school reports), this article attempts to illuminate the mission of IES, as well as their potential and constraints. The possible impact of IES on the formulation of appropriate strategies for combating educational and social exclusion is also discussed.

This article examines views of Albanian immigrant parents regarding home-language maintenance in Greece. It aims to reveal language ideologies in relation to broader ideologies about schooling and education. Following a qualitative interpretative approach, we conducted semi-structured individual and group interviews with 19 parents of bilingual students. Parents express a range of ideological stances from total resistance to the dominant school monolingual ideology to passive acceptance and could be grouped into three categories: (a) the "fighters," who make a conscious claim for home-language use and education; (b) the "probilingualism" parents, who partially consent to the dominant discourse of monolingualism in the Greek school; and (c) the "indifferent" parents, who appear not to be concerned about the future of the Albanian language. Data from interviews suggest that dominant school-language attitudes and practices play an important role in shaping the language views and practices of immigrant parents.

This article examines views of Albanian immigrant parents regarding home-language maintenance in Greece. It aims to reveal language ideologies in relation to broader ideologies about schooling and education. Following a qualitative interpretative approach, we conducted semi-structured individual and group interviews with 19 parents of bilingual students. Parents express a range of ideological stances from total resistance to the dominant school monolingual ideology to passive acceptance and could be grouped into three categories: (a) the "fighters," who make a conscious claim for home-language use and education; (b) the "probilingualism" parents, who partially consent to the dominant discourse of monolingualism in the Greek school; and (c) the "indifferent" parents, who appear not to be concerned about the future of the Albanian language. Data from interviews suggest that dominant school-language attitudes and practices play an important role in shaping the language views and practices of immigrant parents.

The focus of this paper is on the relationship between Albanian speakers' ethnolinguistic vitality (EV) perceptions and their language maintenance, language use and choice patterns. A subjective EV questionnaire, and a language usage questionnaire capturing domain-specific language use was completed by 200 Albanian immigrants of first and second (one and a half) generation residing in various areas all over Greece. In addition, interviews were conducted with 180 informants from the sample to generate useful information for the qualitative analysis. The findings of this study chime with recent findings on Albanian immigrants' social integration strategies. Data analysis uncovers three themes: first, language use is domain-specific, with preferences for the L1 in the home/family domain only, L2 being the language of choice elsewhere especially for the 1.5 generation; second, there are low perceptions of EV of the L1 group across the sample; and third, there is evidence for a shift in language use and competence as a result of an integrative attitude to migration by the respondents, governed mostly by practical reasons.

This study focuses on the position of mother languages in Greek education at the level of educational policy, demonstrating the necessity of their further emergence based on modern scientific findings on the benefits of bilingualism. Through an effort to record a set of obstacles that make it difficult for them to join the curriculum, a framework is proposed to be used for the language repertoire of all pupils, so that their rights are respected in practice and their linguistic richness serves as a source of enrichment for the whole population. The implementation of practices that could enhance the free and equal expression of members of a multilingual and multicultural classroom can thus be supported, initially, by the institutionalization of the function of classes, where the different languages of immigrants and refugees living in Greece will be taught. At the same time, the promotion of teaching strategies focusing on the use of all spoken languages and dialects, even in conventional classes, can contribute to the strengthening of intercultural communication and the most essential development of linguistic skills of all pupils, through the process of critically negotiating a variety of cultural products.

Drawing on the positioning theory and the conditions for language use, this article examines Vietnamese ethnic minority students’ language choice in interactions with their same-ethnicity and majority peers, focusing particularly on their communication motives underlying this choice. Findings suggest that in regulating their language alternation practices across peer groups in different contexts, the students shifted their participation status – from aligning (being alike) to disaligning (being distinct) – to (re)position themselves in relation to their peers. As their desires for alignment or disalignment were either supported or disrupted by their peers, peer attitudes played a critical role in providing opportunities and encouraging minority students’ willingness to use their L1 in school and ethnic community spaces. Implications are suggested for engaging peer support as a resource for maintaining or widening L1 use among young minority people in both of the domains.

Authors: Trang Thi Thuy Nguyen & M. Obaidul Hamid

In the state of Massachusetts, Portuguese is the second most spoken foreign language after Spanish and the dense population of Portuguese speakers gives this community vitality. This paper analyzes the linguistic attitudes of a group of twenty Portuguese men and women, from the island of Saint Michael, Azores, who have lived on the eastern coast of Massachusetts for more than fifteen years. Some important factors that have been linked to language maintenance and the prevention of language attrition are positive attitudes, socio-cultural factors and social networks, Using the social networks framework, we further discuss the implications that language attitudes may have on language maintenance within this community. We conclude that linguistic attitudes continue to be a key factor in preventing language loss and promoting ethnic pride, which ultimately benefit language maintenance.

This article presents a case study, conducted in the Greek educational context, as part of the European collaborative project, called "ISOTIS", funded by the European Union, including 17 partners and 11 countries. The main aim of the case study was the support of students' first languages and cultures through home-based and classroom-based activities, family involvement and the professionalization of teachers using ICT environments in early childhood education. In this paper, we particularly focus on aspects of home–school partnership, as promoted through the support of children’s heritage languages and cultures, drawing from the perspectives of the parents, teachers, and professionals, who participated in qualitative, semi-structured interviews and focus groups. The research findings show that home-school partnership was fostered through the inclusion and support of the children's languages and cultures, the affirmation of their identities and the empowerment of their 'voices' and capitals. Last, they highlight that family involvement has a multiple impact not only for bi/multilingual families and their children, but also for teachers and all parts involved, shown to be benefited in a multidimensional way.

En “Migración, educación y conservación de la lengua en miembros de una comunidad purépecha" se presenta un análisis de las maneras en que la migración y el acceso a la educación inciden sobre la conservación de la lengua en miembros de una comunidad purépecha, asentada en Chicago, EE.UU.  Se describe cómo las características migratorias de esta comunidad hacen que el purépecha sea una lengua vulnerable. Se presentan los testimonios de tres mujeres purépecha, quienes han compartido sus experiencias al cursar la educación primaria en México, en contraste con las experiencias de sus hijos en Estados Unidos.

This study examines bilingual identity of Vietnamese ethnic minority students as reflected in their language practices, language beliefs and language management. It also focuses on factors related to ethnic-cultural factors, social factors, interaction and investment that influence their bilingual identity. Data were obtained from multiple semi-structured interviews conducted with a group of college-age students. Findings suggest that the students, in practising and managing their languages while being informed by their language beliefs, configured their identity as a process in which both preservation of ethnic identity (maintenance) and construction of mainstream identity (transformation) were active. It is argued that there can be a harmonious coexistence between maintenance and transformation in the same individual under certain social circumstances. For some students however, the transformation tendency inclined to become stronger, and that raises the question of their maintenance of L1 and ethnic identity in the long run. As ethnic-cultural factors seemed to be the most salient influence on the students’ maintenance orientation, implications for optimising the role of ethnic-cultural factors, that are critical for protection of endangered minority languages, are suggested.

We humans live in a world of just 194 countries, give or take, but speak between 6,000 and 7,000 languages. And now the globalization of media and technology are hastening the trend toward linguistic homogeneity. According to some linguists, 90% of local languages will disappear by the end of the 21st century. Despite the thousands of languages that exist today, 80% of the planet communicates in just 83 languages. It means that there is no doubt that technology has had a “significant impact” on language in the last 10 years. Progress and development of Information and Communications Technology (ICT) should have a positive influence on the existence of local languages. This paper provides an alternative solution in the use of technology, particularly smartphone, in order to overcome the language shift and facing the language extinction.

This paper is a study of Arab descent in Indonesia which their identity is represented through kinship and marriage. What is interesting is that in the case of marriage, they adopted the endogamy marriage system’s –where marriage is only performed in the same descent, more precisely Arab descent. The consequences of this marriage can be briefly observed in Arabic as the language choice (where Arabis as minority language) in a sermon ritual of marriage, ijāb-qabūl agreement, until the naming of their children. In fact, as a result of the endogamy marriage makes the Arabic is still spoken among the Arab descent in Indonesia hitherto. This illustration may be able to provide a appropriate prototype in language maintenance efforts through marriage.