Exploring societal support for L2 learning and L1 maintenance

Mitsuyo Sakamoto

15 citations0/0 files storedAustralian Review of Applied Linguistics

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Multilingual Education and Policy EFL/ESL Teaching and Learning Education and experiences of immigrants and refugees

Abstract

Abstract This paper adopts the view that bilingualism is a result of numerous societal forces. In this paper, the data collected from five Japanese immigrant families residing in Toronto, Canada are dynamically represented within the framework of Engeström’s (1999) Activity Model. Results identify family bonding as the most significant reason for L1 maintenance. Other important social factors include the information disseminated by professionals in the field, stories shared among immigrant families, the availability of school programmes, access to technology and resources, availability of caregivers who speak the target language, teachers well-versed in language learning mechanisms, frequent visits to the country of origin, multicultural surroundings, and the clear division of labour between school and home. However, the paper calls for a more co-operative education system that bridges the schism between homes and schools. A new model is proposed which is thought to be conducive to bilingualism.

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References

2013Sociocultural Theory and Second Language Learning 1992Affirming Diversity: The Sociopolitical Context of Multicultural Education.1999Activity theory and individual and social transformation 1991Reversing Language Shift 2002The concept of activity in Soviet psychology 1977The economics of linguistic exchanges 1996Negotiating Identities: Education for Empowerment in a Diverse Society 1991When learning a second language means losing the first

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