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Chapter Index INTRODUCTION 5 1. ABOUT THE BOOK 5 2. THE ORGANISATION OF THE BOOK 7 3. THE STUDY AND PARENTS' CONTRIBUTION TO THIS BOOK 9 4. MY BACKGROUND 10 NOTES: 11 CHAPTER 1: THE ONE-PARENT-ONE LANGUAGE APPROACH. WHAT IS IT? 12 PART ONE: THE ORIGINS OF THE OPOL APPROACH - MAURICE GRAMMONT AND HIS ADVICE TO RONJAT 12 FROM GRAMMONT TO OPOL... 14 RESEARCH DONE ON CHILD BILINGUALISM 15 WHAT THE PARENTS THINK ABOUT OPOL... 17 PART TWO: MIXING AND CODE-SWITCHING WITHIN THE OPOL APPROACH 21 MIXING AND CODE-SWITCHING AND PARENTAL ACCEPTANCE. 23 PARENTAL LANGUAGE USE WITH THEIR CHILDREN 24 WHAT DO THE PARENTS THINK ABOUT MIXING...? 28 SUMMARY 31 CHAPTER 2: THE FIRST THREE YEARS AND ESTABLISHING THE ONE-PARENT-ONE LANGUAGE APPROACH 33 PART ONE: VERY YOUNG CHILDREN AND LANGUAGE LEARNING. 33 BONDING AND TALKING TO A NEW BABY IN TWO LANGUAGES - MOTHERESE AND FATHERESE. 35 CONSISTENT LANGUAGE USE AT HOME 36 GETTING ADVICE AND INCREASING EXPOSURE TO ONE LANGUAGE 37 PART TWO: STAGES OF DEVELOPMENT AND THE EMERGING BILINGUAL 39 LANGUAGE DIFFERENTIATION - 'MUMMY SAYS 'MILK, PAPA DIT LAIT' 40 LANGUAGE REFUSAL AND RELUCTANCE TO TALK IN YOUNG CHILDREN 42 THE FALSE MONOLINGUAL STRATEGY 44 SUMMARY 48 CHAPTER 3: STARTING SCHOOL AND BECOMING BICULTURAL - ONE-CULTURE-ONE- PERSON? 54 PART ONE: THE PARENT'S CHOICE OF SCHOOL 54 MONOLINGUAL SCHOOL ENVIRONMENT 56 PARENTAL INVOLVEMENT 57 HOMEWORK 58 FOREIGN LANGUAGE CLASSES IN A PARENTAL LANGUAGE OR A THIRD LANGUAGE 59 GENDER DIFFERENCES 60 THE EFFECT OF THE PEER GROUP 63 PART TWO: THE CULTURAL HERITAGE OF THE PARENTS 65 IMPORTANCE OF CULTURE FOR THE PARENTS 67 BICULTURAL IDENTITY AND ANOMIE 71 HOW OUR CHILDREN REACTED TO GROWING UP WITH TWO (OR MORE) CULTURES 73 SUMMARY 74 CHAPTER 4: INTERACTION BETWEEN FAMILY MEMBERS AND THE ONE-PERSON-ONE LANGUAGE APPROACH 81 PART ONE: CONVERSATIONS WITH BOTH PARENTS AND THE CHILDREN 81 LINGUISTIC ABILITY OF THE PARENTS 86 PART TWO: GRANDPARENTS AND THEIR SUPPORT 88 GRANDPARENTS AND THEIR LINGUISTIC ROLE 89 WHAT PARENTS SAID ABOUT THEIR EXTENDED FAMILY 90 PART THREE: STUDIES ON SIBLINGS 96 SIBLINGS AND THEIR USE OF LANGUAGE TOGETHER 98 EFFECT ON LANGUAGE PROFICIENCY BY HAVING A SIBLING 99 COUSINS AND SAME-AGE FRIENDS 101 PART FOUR: COMMUNICATION WITH THE OUTSIDE WORLD AND VISITORS. 103 WHAT THE PARENTS SAID ABOUT GROUP LANGUAGE USE... 104 SUMMARY 106 CHAPTER 5: ONE-PARENT-ONE LANGUAGE FAMILIES - EXPECTATIONS AND THE REALITY 111 PART ONE: AN IDEAL WORLD VERSUS THE REALITY OF THE OPOL FAMILY 111 THE PARENTS BELIEFS ABOUT BILINGUALISM 113 ADVANTAGES AND DISADVANTAGES 114 DIFFERENCES BETWEEN MOTHERS AND FATHERS 117 THE PRESTIGE VALUE OF ONE LANGUAGE 120 PART TWO: TESTING TIMES FOR THE BILINGUAL FAMILY 123 FEELING ISOLATED AND EXCLUDED WITHIN THE FAMILY 123 ONE-PARENT FAMILIES 126 SPEECH PROBLEMS 128 SUMMARY 129 CHAPTER 6: LIVING WITH THREE OR MORE LANGUAGES...ONE-PARENT-TWO (OR MORE) LANGUAGES. 136 PART TWO: DEFINING TRILINGUALISM AND MULTILINGUALISM 136 TRILINGUAL FAMILY CASE STUDIES 138 AUTOBIOGRAPHICAL STUDIES 141 PARENT'S VIEWPOINTS OF BEING PART OF A MULTILINGUAL FAMILY 142 WHAT DO THE PARENTS THINK ABOUT TRILINGUALISM? 143 PART TWO: 1999 SURVEY: ISSUES SURROUNDING MULTILINGUAL FAMILIES: 146 RESULTS OF TRILINGUAL FAMILY SURVEY 1999: 147 (A) DOMINANT LANGUAGES WITHIN THE FAMILY: COUNTRY-LANGUAGE V FAMILY-LANGUAGE. 148 (B) LANGUAGE USE WITHIN THE HOME 149 (C) EDUCATION OF THE TRILINGUAL CHILD 150 (D) LIVING WITH THREE CULTURES 151 CONCLUSIONS: ONE PARENT-TWO LANGUAGES (OR MORE...) 152 SUMMARY 154 CHAPTER 7: - SEVEN STRATEGIES FOR LANGUAGE USE WITHIN THE FAMILY 160 PART ONE: THE PARENTS OPTIONS WITHIN THE FAMILY 160 1. OPOL - ML (MAJORITY LANGUAGE STRONGEST) 162 2. OPOL - ML (MINORITY LANGUAGE SUPPORTED BY THE OTHER PARENT) 164 3. MINORITY LANGUAGE AT HOME ([email protected]) 165 4.TRILINGUAL STRATEGY 166 5. MIXED STRATEGY 168 6.TIME AND PLACE STRATEGY 170 7. THE 'ARTIFICIAL' OR 'NON-NATIVE' STRATEGY 172 PART TWO: CHANGING STRATEGIES TO SUIT THE CIRCUMSTANCES 173 THE PARENT'S CHOICE OF STRATEGY 174 THE PARENT'S COMMENTS REGARDING CHANGING STRATEGIES. 176 SUMMARY 178 CHAPTER 8: THE ONE-PARENT-ONE LANGUAGE APPROACH IN THE 21ST CENTURY. 186 FROM GRAMMONT AND OPOL - A HUNDRED YEARS ON 186 ALLOW SOME MIXING AT YOUNG AGE AND ENCOURAGE LATER CODE-SWITCHING 186 CONSISTENT OPOL IN THE EARLY YEARS 186 THE POSSIBLE EFFECTS OF SCHOOL AND PEER PRESSURE ON LANGUAGE USE 187 EXTENDED FAMILY INVOLVEMENT AND GAINING THEIR SUPPORT 187 TRILINGUAL AND MULTILINGUAL FAMILIES 188 PARENTS AS ROLE MODELS 188 CHOOSE A STRATEGY TO SUPPORT THE MINORITY LANGUAGE 188 OPOL FOR THE 21ST CENTURY 189 THE OPOL APPROACH FOR THE 21ST CENTURY: 10 KEY POINTS TO THINK ABOUT 190 APPENDIX 1: STUDIES ON BILINGUAL CHILDREN 192 APPENDIX 2: THE 2001 OPOL QUESTIONAIRE 193 APPENDIX 3 - PARENT'S NATIONALITIES AND COUNTRY OF RESIDENCE 197 APPENDIX 4 - CASE STUDY FAMILIES LIST 198 SOURCES OF INFORMATION FOR BILINGUAL FAMILIES 199 GLOSSARY: 200 REFERENCES 204 GRAPHS, FIGURES AND TABLES IN THE BOOK 211
Library of Congress Subject Headings for this publication: Bilingualism in children, Family Language