Challenges of Heritage Language Learning inAustralia
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i8.4502
Abstract
In developing the concept of language ecology since the 1970s, there is a wild acceptance that multilingualism is a valuable resource rather than a problem. However, in a migration country like Australia, heritage languages are constantly challenged and threatened by the dominant language in the language ecology, and this situation has raised concerns on heritage learning in migrant families for a long time. With theoretical exploration of language ecology and language attitude, this paper provides a brief overview of the language ecology of Australia, and further explores how the challenges of heritage language learning arise. By detecting the Australia family language ecology, the attitudes and ideologies towards monolingual and language variation could be a leading factor to the main problems of the heritage language learning in Australia language ecology.
Keywords
language ecology, heritage language, language learning, attitudes, ideologies
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[3] Mu, G. M. (2014). Learning Chinese as a heritage language in Australia and beyond: The role of capital. Language and Education, 28(5), 477-492.
[4] Shin, S., & Joo, A. (2019). Parental Attitudes Towards Heritage Language Resources in the Australian Korean Community. Korean Heritage Language Maintenance, Learning and Development: Australian Practices and Perspectives.
[5] Montrul, S. (2010). Current issues in heritage language acquisition. Annual Review of Applied Linguistics, 30, 3-23.
[6] Fishman, J. (2006). Acquisition, maintenance and recovery of heritage languages. In G. Valdes, J. Fishman, R. Chavez, & W. Perez (Eds.), Developing minority language resources: The case of Spanish in California (pp. 12–22). Multilingual Matters.
[7] Fishman, J. (1964). Language maintenance and language shift as a field of inquiry. A definition of the field and suggestions for its further development. Linguistics, 2(9), 32-70.
[8] Haugen，E.(1972). The Ecology of Language[C].Palo Alto：Stanford University Press.
[9] Hornberger, N. H. (2003a). Afterword: Ecology and ideology in multilingual classrooms. International Journal of Bilingual Education and Bilingualism, 6(3-4), 296-302.
[10] Hornberger, N. H. (2003b). Multilingual language policies and the continua of biliteracy: An ecological approach. In Hornberger, N.H. (ed.), Continua of biliteracy: An ecological framework for educational policy, research, and practice in multilingual settings (pp. 315-339).
[11] Ryan, E. B. & Giles, H. (1982). Attitudes towards language variation. Edward Arnold.
[12] Riagáin, P.Ó. (2008) Language Attitudes and Minority Languages. In Hornberger, N.H. (ed.), Encyclopedia of Language and Education. Springer.
[13] Van Dijk, T. A. (1998). Ideology: A multidisciplinary approach. Sage.
[14] Diskin, C. (2016). Standard Language Ideologies in Multicultural Ireland: A Case Study of Polish and Chinese Migrants in Dublin. In V. Regan, C. Diskin & J. Martyn (Eds.), Language, Identity and Migration: Voices from Transnational Speakers and Communities (pp.287-323). Peter Lang.
[15] Djite, Paulin G. From Language to Language: The Politics of Language in a Multilingual Society [J]. Annual Review of Applied Linguistics, 1994, 14: 137-155.
[16] Bianco, J. L. (1987). National policy on languages. Australian Government Publishing Service.
[17] Australian Bureau of Statistics. (2017). 2016 Census: Multicultural. https://www.abs.gov.au/ausstats/abs@.nsf/lookup/media%20release3
[18] Callan, V. J., & Gallois, C. (1987). Anglo-Australians’ and immigrants’ attitudes toward language and accent: A review of experimental and survey research. International Migration Review, 21(1), 48-69.
[19] Eisenchlas, S. A., & Schalley, A. C. (2019). Reaching out to migrant and refugee communities to support home language maintenance. International Journal of Bilingual Education and Bilingualism, 22(5), 564-575.
[20] Berg, L. (2011). ‘Mate Speak English, You'Re in Australia Now’ English Language Requirements in Skilled Migration. Alternative Law Journal, 36(2), 110-115.
[21] Roshid, M. M., & Chowdhury, R. (2013). English language proficiency and employment: A case study of Bangladeshi graduates in Australian employment market. Mevlana International Journal of Education, 3(1), 68-81.
[22] Clyne, M. (2001). Can the Shift from Immigrant Languages Be Reversed in Australia? In J. A Fishman (Ed.), Can Threatened Languages Be Saved? Reversing Language Shift Revisited: A 21st Century Perspective (pp.364–391). Multilingual Matters.
[23] Lippi-Green, R. (1997). English with an accent: Language, ideology, and discrimination in the United States. Routledge.
[24] Diskin, C. & Escudero, P. (2021). Don't be afraid to pass your first language, and accent, to your kids. It could be their superpower. Womensagenda. https://womensagenda.com.au/latest/dont-be-afraid-to-pass-your-first-language-and-accent-to-your-kids-it-could-be-their-superpower/
[25] Dragojevic, M., Giles, H., Beck, A. C., & Tatum, N. T. (2017). The fluency principle: Why foreign accent strength negatively biases language attitudes. Communication monographs, 84(3), 385-405.
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