数字通信作为家庭语言政策的一部分:芬兰语境中多模态和语言地位的相互作用
IF 1.4
2区 文学
Q2 EDUCATION & EDUCATIONAL RESEARCH
引用次数: 1
摘要
虽然儿童与家庭成员之间以移动应用程序为媒介的沟通是当代家庭沟通和语言输入的重要组成部分，但我们对这些技术在家庭语言政策(FLP)中的作用仍然知之甚少。通过一项探索性问卷调查，本研究旨在研究(1)芬兰国家和教育语言政策如何与家庭如何在口语和应用程序中介的交流中使用他们的语言相交叉，以及(2)应用程序中介的外语实践在多大程度上作为口语和读写语言发展的空间。芬兰少数民族语言瑞典语学校的1002名9至12岁的学生参与了这项调查。结果显示，瑞典语和芬兰语这两种国家语言在家庭中占据主导地位，短信是最常见的应用程序。17%的家庭使用瑞典语和芬兰语(LOTSF)以外的语言，在很大程度上也用于家庭应用程序。虽然通过应用程序进行的家庭交流总体上被证明是语言和读写能力发展的重要空间，但在某些情况下，地位较低、教育支持较少的LOTSF，以及语言和书写系统偏离瑞典语和芬兰语，孩子们避免在应用程序中发短信。研究结果表明，不同地位语言的模态选择与教育支持之间的关系是复杂的，需要在未来的FLP研究中进一步关注。本文章由计算机程序翻译，如有差异，请以英文原文为准。
Digital communication as part of family language policy: the interplay of multimodality and language status in a Finnish context
Abstract While mobile app-mediated communication between children and members of their family represents a substantial part of contemporary family communication and language input, we still know very little about the role of these technologies in family language policy (FLP). With an explorative questionnaire survey, the current study set out to examine (1) how Finnish state and language-in-education policies intersect with how families make use of their languages in spoken and in app-mediated communication, and (2) to what extent app-mediated FL practices function as a space for spoken and literacy language development. 1002 nine to twelve year-olds in minority-language Swedish-medium schools in Finland responded to the survey. The results showed the dominance of the two national, high-status languages Swedish and Finnish in the families, with texting being the most common app practice. Languages other than Swedish and Finnish (LOTSF) were used in 17% of the families and to a great extent also in the family apps. While app-mediated family communications overall were shown to serve as significant spaces for language and literacy development, in some cases of LOTSF with a lower status and less educational support, and with linguistic and writing systems deviating from Swedish and Finnish, children refrained from texting in the apps. The findings suggest that the relationship between choice of modalities in language(s) of different status and educational support is complex and needs further attention in future FLP studies.
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来源期刊
Language Policy
Multiple-
CiteScore
3.60
自引率
6.20%
发文量
35
期刊介绍：
Language Policy is highly relevant to scholars, students, specialists and policy-makers working in the fields of applied linguistics, language policy, sociolinguistics, and language teaching and learning. The journal aims to contribute to the field by publishing high-quality studies that build a sound theoretical understanding of the field of language policy and cover a range of cases, situations and regions worldwide.
A distinguishing feature of this journal is its focus on various dimensions of language educational policy. Language education policy includes decisions about which languages are to be used as a medium of instruction and/or taught in schools, as well as analysis of these policies within their social, ethnic, religious, political, cultural and economic contexts.
The journal aims to continue its tradition of bringing together solid scholarship on language policy and language education policy from around the world but also to expand its direction into new areas. The editors are very interested in papers that explore language policy not only at national levels but also at the institutional levels of schools, workplaces, families, health services, media and other entities. In particular, we welcome theoretical and empirical papers with sound qualitative or quantitative bases that critically explore how language policies are developed at local and regional levels, as well as on how they are enacted, contested and negotiated by the targets of that policy themselves. We seek papers on the above topics as they are researched and informed through interdisciplinary work within related fields such as education, anthropology, politics, linguistics, economics, law, history, ecology, and geography. We particularly are interested in papers from lesser-covered parts of the world of Africa and Asia.
Specifically we encourage papers in the following areas:
Detailed accounts of promoting and managing language (education) policy (who, what, why, and how) in local, institutional, national and global contexts.
Research papers on the development, implementation and effects of language policies, including implications for minority and majority languages, endangered languages, lingua francas and linguistic human rights;
Accounts of language policy development and implementation by governments and governmental agencies, non-governmental organizations and business enterprises, with a critical perspective (not only descriptive).
Accounts of attempts made by ethnic, religious and minority groups to establish, resist, or modify language policies (language policies ''from below'');
Theoretically and empirically informed papers addressing the enactment of language policy in public spaces, cyberspace and the broader language ecology (e.g., linguistic landscapes, sociocultural and ethnographic perspectives on language policy);
Review pieces of theory or research that contribute broadly to our understanding of language policy, including of how individual interests and practices interact with policy.
We also welcome proposals for special guest-edited thematic issues on any of the topics above, and short commentaries on topical issues in language policy or reactions to papers published in the journal.
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