THE INFLUENCE OF LANGUAGE USE AND LANGUAGE ATTITUDE ON THE MAINTENANCE OF COMMUNITY LANGUAGES SPOKEN BY MIGRANT STUDENTS

Leni Amalia Suek

Abstract


The maintenance of community languages of migrant students is heavily determined by language use and language attitudes. The superiority of a dominant language over a community language contributes to attitudes of migrant students toward their native languages. When they perceive their native languages as unimportant language, they will reduce the frequency of using that language even though at home domain. Solutions provided for a problem of maintaining community languages should be related to language use and attitudes of community languages, which are developed mostly in two important domains, school and family. Hence, the valorization of community language should be promoted not only in family but also school domains. Several programs such as community language school and community language program can be used for migrant students to practice and use their native languages. Since educational resources such as class session, teachers and government support are limited; family plays significant roles to stimulate positive attitudes toward community language and also to develop the use of native languages.

Keywords


Language use; language attitude; community language; language maintenance migrant students

Full Text:

PDF

References


Cardona, B., Noble, G., & Biase, B. D. (2008). Community languages matter: Challenges and opportunities facing the community languages program in New South Wales. Penrith South: The University of Western Sydney.

Choi, J. K. (2003). Language attitudes and the future bilingualism: the case of Paraguay. International Journal of Bilingual Education and Bilingualism, 6(2), 81-94.

Clyne, M., Hunt, C. R., & Isaakidis, T. (2004). Learning a community language as a third language. International Journal of Multilingualism, 1(1), 33-52.

Hamers, J. F., & Blanc, M. H. A. (2005). Bilinguality and Bilingualism. Cambridge: Cambridge university press.

Krauss, M. (1992). The world's languages in crisis. Language, 68(1), 6-10.

Lao, C. (2004). Parents' attitudes toward Chinese-English Bilingual education and Chinese-language use. Bilingual Research Journal: the Journal of the National Association for Bilingual Education, 28(1), 99-121.

Lawson, S. (2004). Identity, language use, and attitudes some Sylheti-Bangladeshi data from London, UK. Journal of Language and Social Psychology, 23(1), 49-69.

Li, W. (2006). Complementary schools, past, present and future. Language Education, 20(1), 76-83.

Mackey, W. F. (1991). Language diversity, language policy and sovereign state. History of European Ideas, 13(1), 51-61.

Moseley, C., & Asher, R. E. (1994). Atlas of the World's Languages. London: Routledge.

Pauwels, A. (2005). Maintaining the community language in Australia: Challenges and Roles for Families. International Journal of Bilingual Education and Bilingualism, 8(2), 124-131.

Riagain, P. O. (2008). Language attitudes and minority languages. In J. Cenoz & N. H. Hornberger (Eds.), Encyclopaedia of Language and Education (Vol. 6, pp. 329-341): Springer science+Business media LLC.

Taumoefolau, M., Starks, D., Davis, K., & Bell, A. (2002). Linguists and Language Maintenance: Pasifika Languages in Manukau, New Zealand. Oceanic Linguistics, 41(1), 15-27.

Tse, L. (2000). The Effects of Ethnic Identity Formation on Bilingual Maintenance and Development: an Analysis of Asian American Narratives. International Journal of Bilingual Education and Bilingualism, 3(3), 185-200.

Wurm, S. A. (1996). Atlas of the World's Languages in danger in Disappearing. Paris: UNESCO Publishing.




DOI: http://dx.doi.org/10.22373/ej.v1i2.190

Refbacks

  • There are currently no refbacks.


This journal has been viewedtimes.
View full page view stats report here.


All works are licensed under CC-BY

Englisia Journal
© Author(s) 2019.
Published by Center for Research and Publication UIN Ar-Raniry and Department of English Language Education UIN Ar-Raniry.

Indexed by: