Comments on: Bidirectional Language Learning in Migrant Families

By: Life in a New Language, Part 4: Parenting – Language on the Move

Life in a New Language, Part 4: Parenting – Language on the Move — Fri, 05 Jul 2024 01:34:00 +0000

[…] completed her PhD in Linguistics at Macquarie University on the topic of Bidirectional Language Learning in Migrant Families. The thesis examined the intersection of parental language learning with child language learning in […]

By: Sara

Sara — Sat, 28 Oct 2017 07:20:00 +0000

Great work Dr. Shiva. The methodological holistic approach of including the whole family and the bidirectional study seems to help bridge this gap. To help us better understand what shapes parents (adult migrant learners) beliefs and attitudes pre and post migration is very important. I am interested to see how effective this approach is to examine other migrant families from various linguistic backgrounds particularly the minority groups. Those belonging to the growing community from asian backgrounds and their varying degrees of integration into the western culture and how the results correlate to support this.

By: Thi Lam Tra DINH

Thi Lam Tra DINH — Thu, 07 Sep 2017 08:21:00 +0000

It is quite interesting that while there is a large body of research in second language learning focusing on the institutional settings, this study shifted to family contexts. The involvement of parents in children’s language learning processes could be influential. I am really interested in the way the researcher analyzed and compared the children’s language learning histories and their parents’ ones to discover the social dimensions that affect the learning. The results reveal that language, culture, and thought interrelate to each other. The empirical research likely provides more evidence for Sapir-Whorf hypothesis of linguistic relativity.

By: Jay Mi Tan

Jay Mi Tan — Thu, 07 Sep 2017 05:30:00 +0000

This is indeed a very good research, and also very relevant, as the number of migrants in Australia are increasing. I especially like the multidisciplinary approach used to determine the relations between language learning and the wider social contexts. It is indeed true that different individuals form different beliefs, values and expectations of a language. Something that might be ‘right’ for one, may not be ‘right’ for the other. As migrants are mostly shaped from their country of origin, there are often difficulties faced in a foreign country; different slang/accent, use of colloquials, different cultures, etc. Hence, there is a need to identify, learn and adapt to these external influences of the wider social contexts to be able to communicate effectively.

A relevant scenario that I have recently heard from a friend: she recently migrated to Australia from China, and she has enrolled her 3 year old daughter in a child care centre. Since migrating, she has resorted to speaking in English to her daughter. However, the child care teacher told her to speak in their mother tongue at home. This is because in the teachers words “we teach better English in schools, it is our responsibility to teach your child the best”. Some parents may find this offensive, but the teacher made a point. The variety of English taught is based on the Australian context, which is different than the variety of English the parent knows.

By: Shaun Lajevardi

Shaun Lajevardi — Sat, 27 May 2017 10:48:00 +0000

Dr Shiva a big congratulations to you and your family. Amazing results! You make us proud and all Persians alike.
Best wishes for future endeavors. Olivia and Shahab

By: Sadami Konchi

Sadami Konchi — Thu, 27 Apr 2017 13:44:00 +0000

Tons of Congrats, Shiva!!! Bloom out! Wow, I admire your hard work and so happy for you! Enjoy your research, teaching and academic life. Best wishes, Sadami https://uploads.disquscdn.com/images/d94431e7b75d83acb569d52233a954ab044abbaa8eb19d372dace915344cec6a.jpg