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Article published In: Linguistic Landscape
Vol. 11:1 (2025) ► pp.47–75

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Family language policy and the design of homescape in transnational families

Initiating children’s Chinese literacy development

ORCiD logo with link | SeDyL (CNRS, UMR 8202)
ORCiD logo with link | University of Göttingen
Published online: 26 November 2024
DOI logo with link
https://doi.org/10.1075/ll.23073.wan
Abstract
Building upon previous research on family language policy, this study explores the homescape, pertinent to the Chinese home literacy environment within Chinese transnational families. It categorizes various forms of Chinese literacy homescape and examines parental perspectives and agency in the design, creation, and adaptation of the homescape within their households. The study draws on ethnographic data from four Chinese-speaking families residing in France and Germany. Data includes sound recordings of family interactions, photographs, in-depth interviews and field notes from discussions with family members. Adopting the lens of ethnographic Linguistic Landscape, the study categorizes the Chinese literacy homescape into four sensory modalities: highly visible, semi-visible, soundscape, and digital and interactive. Findings reveal that parents employ highly strategic and agentic approaches when designing the Chinese literacy homescape, demonstrating their keen awareness of the unique characteristics of the Chinese writing system and the specific challenges their children face when learning to read Chinese.
Résumé
Cette étude examine les paysages linguistiques familiaux et l’environnement familial concernant la littéracie en chinois au sein des familles transnationales chinoises en Europe. Elle étudie la maniére dont les parents exercent leur agentivité en concevant, créant et adaptant les paysages linguistiques familiaux au sein de leur famille, et catégorise les ressources en alphabétisation chinoises au sein de l’environnement familial multilingue. L’étude présente les résultats d’une enquéte ethnographique menée auprés de quatre familles sinophones résidant en France et en Allemagne. En adoptant une approche ethnographique des paysages linguistiques, l’analyse interroge la visibilité, le positionnement intentionnel et inconscient, la fréquence d’utilisation déclarée et les diverses formes de ressources. Grâce à cette exploration, l’étude propose de catégoriser les paysages linguistiques domestiques de la littératie chinoise en fonction de modalités sensorielles telles que le visuel, l’auditif et l’interactif.
Zusammenfassung
Diese Studie untersucht die familiäre Sprachlandschaft und das héusliche Umfeld in Bezug auf die chinesische Literalität in chinesischen transnationalen Familien in Europa. Die Studie analysiert wie Eltern ihre Handlungsmöglichkeiten nutzen, um die Sprachlandschaft innerhalb der Familie zu gestalten und anzupassen, und kategorisiert die chinesischen Literalitätsressourcen im mehrsprachigen häuslichen Umfeld. Die Studie präsentiert die Ergebnisse einer ethnografischen Untersuchung von vier sinophonen Familien, die in Frankreich und in Deutschland leben. Durch einen ethnografischen Ansatz zur Analyse von Sprachlandschaften untersucht die Studie die Sichtbarkeit, die bewusste und unbewusste Positionierung, die Nutzungshäufigkeit und die verschiedenen Formen der Ressourcen. Im Rahmen dieser Untersuchung werden die familiären Sprachlandschaften der chinesischen Literalität in sensorische Modalitäten wie visuell, auditiv und interaktiv kategorisiert.
Article outline
  • 1.Introduction
  • 2.Theoretical framework
    • 2.1Parents’ agency in Family language policy (FLP) in the context of immigration
    • 2.2Homescape in multilingual and multicultural transnational families
    • 2.3Home Literacy Environment (HLE) and multiliteracy practices
  • 3.Participants and data collection
    • 3.1Data collection
    • 3.2Data analysis
  • 4.Parental agency in four types of homescape of Chinese home literacy environment
    • 4.1Highly visible homescape
      • 4.1.1Highly visible homescape in active use
      • 4.1.2Highly visible homescape not in active use
    • 4.2Semi-visible Chinese literacy development landscape
    • 4.3Chinese heritage language soundscapes
    • 4.4Digital interactive landscape for children’s Chinese literacy development
  • 5.Discussion
  • 6.Conclusion
  • Acknowledgements
  • References
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