Presentation Type

Oral Presentation

Start Date

5-8-2024 1:00 PM

End Date

5-8-2024 3:00 PM

Subjects

Language & linguistics

Advisor

Carolyn Quam

Student Level

Undergraduate

Abstract

This scoping review of qualitative research examines effects of language status, community advice to parents, and parents' beliefs on heritage language maintenance within a U.S. context. The review was guided by three research questions: 1. What is the nature of the relationship between a heritage language’s (HL) status in society and language maintenance across generations? 2. How does information parents receive from community members (e.g., health professionals, teachers, friends/family) influence their beliefs about the HL? 3. How do parents’ beliefs about the impact of a HL on academic/career success influence HL transmission? Thirty-four articles met inclusion criteria. Three themes were identified: (1) language status affects maintenance, (2) parents' beliefs about the HL affect language practices, (3) community advice impacts parents' beliefs/practices. Findings indicated that parents often desired to pass their HL to their children, especially to maintain family coherence. However, not all of them felt empowered to do so due to limited resources and support. A variety of individual- and community-level factors affect HL maintenance. Approaching HL maintenance comprehensively and compassionately through a community and strength-based perspective may enhance the music of multiculturalism throughout the U.S., encouraging cultural and linguistic diversity.

Creative Commons License or Rights Statement

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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May 8th, 1:00 PM May 8th, 3:00 PM

Effects of Language Status, Community Advice, and Parent Beliefs on Heritage Language Maintenance in the U.S.: A Scoping Review

This scoping review of qualitative research examines effects of language status, community advice to parents, and parents' beliefs on heritage language maintenance within a U.S. context. The review was guided by three research questions: 1. What is the nature of the relationship between a heritage language’s (HL) status in society and language maintenance across generations? 2. How does information parents receive from community members (e.g., health professionals, teachers, friends/family) influence their beliefs about the HL? 3. How do parents’ beliefs about the impact of a HL on academic/career success influence HL transmission? Thirty-four articles met inclusion criteria. Three themes were identified: (1) language status affects maintenance, (2) parents' beliefs about the HL affect language practices, (3) community advice impacts parents' beliefs/practices. Findings indicated that parents often desired to pass their HL to their children, especially to maintain family coherence. However, not all of them felt empowered to do so due to limited resources and support. A variety of individual- and community-level factors affect HL maintenance. Approaching HL maintenance comprehensively and compassionately through a community and strength-based perspective may enhance the music of multiculturalism throughout the U.S., encouraging cultural and linguistic diversity.