Heritage Language Maintenance and family relationship dynamics: A children’s perspective

Abstract

Aims and objectives: This qualitative research investigates the complexities around Heritage Language Maintenance (HLM) efforts and their implications for family relationships. Methodology: The topic was explored via an in-depth case study drawing on narrative data from a Catalan immigrant mother to New Zealand, and her two New-Zealand-born daughters. Data and analysis: Data were collected through semi-structured interviews, using a narrative inquiry approach that provided a quasi-longitudinal component in the form of retrospective reflections from the participants within their ‘generational unit’. Using a reflexive thematic analysis approach, themed HLM practices involved immersion-method, awareness-raising for the heritage language (HL) and culture, and annual visits to the home country. Findings and conclusions: The overall outcome of HLM efforts was generally successful, but the process entailed significant, not always positive, impacts on the participants’ individual lives and their mutual relationships. Some of these pertained to linguistic power struggles, feelings of isolation, and a sense of non-belonging. Findings also suggest that the strong link with their HL and cultural identity played a role in shaping the daughters’ agency to maintain HL, ultimately leading to an improved relationship with their mother and contributing to the family’s overall well-being. Originality: Focusing on the (adult) children’s experiences and perspectives on successful HL transmission, the present research deepens our understanding of the family dynamics involved with HLM. Significance/implications: This article provides fresh insights into the challenges that immigrant families may be facing as a result of their HL-transmission attempts. Developing a full linguistic repertoire including both the HL and societal-dominant language is essential for children to participate in society and life at home, where HL symbolizes the family’s shared cultural identity. The implications of this study are therefore significant to language policymakers and language education sector whose efforts are aimed at promoting and supporting successful additive bi/multilingualism in children with an HL background.

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