Conflicting language ideologies and contradictory language practices in Singaporean bilingual families

Informed by family language policy (FLP) as the theoretical framework, I illustrate in this paper how language ideologies can be incongruous and language policies can be conflicting through three multilingual families in Singapore representing three major ethnic groups – Chinese, Malay and Indian. By studying their family language audits, observing their language practices, and engaging in conversations about their language ideologies, I look at what these families do and do not do and what they claim to do and not to do. Data were collected over a period of 6 months with more than 700 minutes of recording of actual interactions. Analysis of the data reveals that language ideologies are ‘power-inflected’ and tend to become the source of educational and social tensions which in turn shape family language practices. In Singapore these tensions are illustrated by the bilingual policy recognising mother tongues (MTs) and English as official languages, and its educational policy establishing English as the medium of instruction. The view of English as having instrumental values and MTs as having cultural functions reveals that language choices and practices in family domains are value-laden in everyday interactions and explicitly negotiated and established through FLP

New wine into old skins: the enactment of literacy policy in Singapore

To better comprehend how educational reforms and classroom practice interconnect, we need to understand the epistemic environments created for learning, as well as the pedagogical activities and the modes of classroom discourse related to these activities. This article examines how a particular innovation in English literacy, Strategies for English Language Learning and Reading (STELLAR), has been implemented in Singapore. Outlining the broader curriculum initiatives, current literacy policy landscape and pedagogical effect of classroom discourse, we look at how English language teachers in grades 1 and 2 interpret the STELLAR curriculum. Situated within the larger international zeal of educational reform, Singapore presents a rich case for the study of policy–pedagogy initiatives, literacy instruction and cultural values. Adding to the existing policy enactment research, this investigation provides an opportunity to probe both the prospects and limitations of policy implementation associated with centralised educational structures, examination-oriented systems and societal cultural frameworks

Lost in Translation:Parents as Medium Translators in Intergenerational Language Transmission

This study reports on the role of parents in intergenerational language transmission in a Chinese city. Thirteen families’ everyday communication practices have been collected, including dinner table talks, homework tutoring, and children’s playtime interactions. Through comparative conversation analysis, the study uncovers the phenomenon of ‘medium translation’, a de facto language practice in three-generation households that use Fangyans (also known as Chinese dialects) and Putonghua (also known as Mandarin or standard Chinese) in their daily communication. The analysis of data revealed that grandparents played a key role in childrearing and children were exposed to Fangyan from birth in the families. Meanwhile, parents also played an important role as ‘medium translators’ in intergenerational transmission and contributed to the loss of Fangyan when it was passed down from the grandparents’ generation to the children’s generation. Language shift was, thus, ‘translated into being’ as parents mediated children’s language shift from Fangyan to Putonghua. The study has important implications for the maintenance of linguistic varieties such as Fangyan in China and other similar contexts

Destination image and place attachment on car free day events revisit intention: A gender perspective

Car-Free Day (CFD) events are organised in many cities across the world to decrease level of pollutions and traffic congestion. In cities in Indonesia, the CFDs also designed for other reasons including sport, social, and profit and non-profit events. This study aims to measure the impact of destination image on place attachment and intention to revisit CFD events. In addition, the study aims to consider differences in gender on the results. Data was collected in two places, Jakarta and Bekasi, Indonesia. Participants were CFD visitors who were approached conveniently. A self-administered survey attracted 285 participants. Data was analysed using exploratory factor analysis and a structural equation model. This study found that destination image significantly impacted place attachment and revisit intention, and place attachment significantly impacted revisit intention. There are some different results between male and female participants. Recommendation for future studies and practitioners are discussed

Reading the world through words: cultural themes in heritage Chinese language textbooks

This paper explores the social and cultural knowledge embedded in the textbooks for language and literacy education in a Chinese heritage language school, the Zhonguo School, in Montreal, Quebec, Canada. It examines how Chinese language arts textbooks introduce the child reader to cultural knowledge considered legitimate and valued in China as well as in Chinese diasporan communities. Furthermore, it looks at the construction of cultural knowledge in Chinese language textbooks in relation to the mainstream ideology to which immigrant children are exposed in and out of mainstream school classrooms. It looks at how the power relationship between legitimate cultural knowledge in majority and minority contexts is established and to what extent it affects language minority students' literacy practices in mainstream school and heritage language school contexts. Data sources are the Chinese textbooks used from kindergarten to Grade 5 in a Chinese heritage language school