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Family language policy in the context of return migration: A case study

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Wąsikiewicz-Firlej E., Daly M.

Glottodidactica

2023

vol. 50

issue 1

213-241

Return migration has probably been granted the lowest attention in the field of family language policy (FLP). The current paper seeks to address this gap in the research and explores the dynamics of FLP of a Polish family in the context of their temporary migration to Germany and return migration to Poland. The authors investigate how mobility affects FLP, especially towards L1 (Polish) and L2 (German) in the context of migration and return migration. The study takes a qualitative, interview-based study design, supported by the language portrait technique. An analysis of the interview data has evidenced the parents’ strong support for the maintenance and development of L1 throughout the whole process of migration and return migration and the lack of it in the case of L2 after the return to Poland. The results have also evidenced that individuals in a family, including children, have significant autonomy and agency and can shape their independ- ent FLPs, which are aligned neither with their parents nor siblings.

Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education

81%

Farrell A., Masterson M., Daly M.

Glottodidactica

2023

vol. 50

issue 1

77-95

The 21st century has been characterised by an unprecedented growth in transnational migration with education systems in many countries challenged to address the implications of this ongoing global phenomenon. This paper reports on a recent study that was undertaken amongst teachers and school managers in post-primary state schools in Ireland to explore the current position regarding language-sensitive teaching as an emergent response to the growing reality of linguistic diversity in schools. Bottom-up research of this kind is vital as it can shed light on the perceptions and experiences of the key stakeholders involved in order to determine their related professional needs and shape future directions in teacher education in this area. The key findings show that language-sensitive teaching remains in its infancy in the Irish post-primary educational context with an urgent need for teacher awareness-raising and upskilling in relation to this approach and its implementation in different subject classrooms. The research has also indicated that language support teachers can play a central role in developing language-sensitive teaching at the whole school level but this potential remains largely under-exploited in the Irish post-primary educational context.

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2 Glottodidactica

2 Daly M.

1 Farrell A.

1 Masterson M.

1 Wąsikiewicz-Firlej E.

2 2023

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Family language policy in the context of return migration: A case study

Language-sensitive teaching as an emergent response to increasing linguistic diversity in Irish post-primary schools: Challenges, opportunities and implications for teacher education