Actitudes y papel de los padres en la transmisión y en el aprendizaje del español como lengua minoritaria en dos tipos
de enseñanza bilingüe en Finlandia
En este estudio se analiza, por un lado, el beneficio de ser bilingüe y, por otro, cómo las familias planifican
este hecho y qué actitudes motivacionales (instrumentales o integrativas) llevan a los padres a inscribir a sus hijos en programas
de enseñanza bilingüe. Los datos se han obtenido mediante cuestionarios y entrevistas a los padres de alumnos de dos tipos de
programas bilingües finés-español en Finlandia. El análisis muestra el papel destacado de la madre en el mantenimiento y
aprendizaje de la lengua minoritaria incluso cuando no es su lengua nativa, así como el papel del padre y subraya, además, cómo
los matrimonios mixtos facilitan el proceso de aprendizaje de la lengua minoritaria. Los resultados describen un patrón
determinado de familia y el uso de la lengua minoritaria en el hogar.
Article outline
- 1.Introducción
- 2.Ser bilingüe: Papel y actitud de los padres
- 3.El estudio
- 3.1Participantes y contextos
- 3.2Metodología
- 4.Análisis y resultados
- 4.1Descripción de las familias
- 4.1.1Procedencia de los padres
- 4.1.2Lengua materna
- 4.1.3Nivel académico de los padres
- 4.2Uso de la lengua
- 4.2.1Lengua hablada en el marco del hogar
- 4.2.2Dirección de la interacción: Del niño a los familiares
- 4.2.3Dirección de la interacción: De los familiares al niño
- 4.2.4Lengua hablada en la escuela fuera del aula
- 4.3Actitudes y papel de los padres en el aprendizaje lingüístico
- 5.Conclusiones
- Notas
-
References
Article language: Spanish
References (68)
References
Appel, R., y Muysken, P. (2005). Language Contact and Bilingualism. Amsterdam: Amsterdam University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Baker, C. (1992). Attitudes and Languages. Clevedon, UK: Multilingual Matters.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Baker, C. (1995). A Parents’ and Teachers’ Guide to Bilingualism. Clevedon: Multilingual Matters.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Baker, C. (2003). Education as a site of language contact. Annual Review of Applied Linguistics, 231, 95–112. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Baker, C. (2011). Foundations of Bilingual Education and Bilingualism. Bristol, UK: Multilingual Matters.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Barton, M. E. y M. Tomasello (1994). The rest of the family. The role of fathers and siblings in early language development. En C. Gallaway y B. Richards (Eds.) Input and interaction in language acquisition (pp. 109–134). Cambridge: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bergroth, M., y Palviainen, Å. (2016). The early childhood education and care partnership for bilingualism in minority language schooling: collaboration between bilingual families and pedagogical practitioners. International Journal of Bilingual Education and Bilingualism, 19(6), 649–667. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bialystok, E. (2001). Bilingualism in Development. Language, Literacy and Cognition. Cambridge: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Bialystok, E., y Craik, F. (2015). Cognitive Consequences of Bilingualism: executive control and cognitive reserve. En J. W. Schwieter (Ed.), Cambridge Handbook of Bilingual Processing (pp. 571–585). Cambridge: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Blas Arroyo, J. L. (2008). Sociolingüística del español. Desarrollos y perspectivas en el estudio de la lengua española en contexto social. Madrid: Cátedra.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Clyne, M. (1967). Transference and triggering. The Hague: Nijhoff.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Clyne, M. (2003). Dynamics of Language Contact. English and immigrant languages. Cambridge: Cambridge University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Craig, B. A. (1996). Parental attitudes toward bilingualism in a local two-way immersion program. The Bilingual Research Journal, 20(3–4), 383–410. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cummins, J. (2000). Language, power and pedagogy: bilingual children in the crossfire. Clevedon: Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Curdt-Christiansen, X. L. (2009). Invisible and visible language planning: ideological factors in the family policy of Chinese immigrant families in Quebec. Language Policy, 81, 351–375. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Curdt-Christiansen, X. L. (2012). Implicit learning and imperceptible influence: Syncretic literacy of multilingual Chinese children. Journal of Early Childhood Literacy, 13(3), 348–370. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
De Houwer, A. (1995). Bilingual language acquisition. En P. Fletcher y B. MacWhinney (Eds.), The Handbook of Child Language (pp. 220–248). London: Blackwell.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Fishman, J. (2001). 300-plus years of heritage language education in the United States. En J. K. Peyton, D. A. Ranard y S. McGinnis (Eds.), Heritage Languages in America: Preserving a National Resource (pp. 81–98). Washington, DC: Center for Applied Linguistics & Delta Systems.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gardner, R. C. (1973). Attitudes and motivation: their role in second language acquisition. En J. Oller y J. Richards (Eds.), Focus on the Learner (pp. 235–246). Rowley, Ma: Newbury House.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Golberg, H., Paradis, J., y Crago, M. (2008). Lexical acquisition over time in minority first language children learning English as a second language. Applied Psycholinguistics, 29(1), 41–65. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Grosjean, F. (2010). Bilingual Life and Reality. Harvard: Harvard University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Halliday, M. A. K., McIntosh, A., y Stevens, P. (1964). The users and uses of language. En J. Fishman (Ed.), Readings in the Sociology of Language (pp. 139–169). The Hague: Mouton.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Halmari, H. (2005). I’m forgetting both: L1 maintenance and codeswitching in Finnish-English language contact. International Journal of Bilingualism, 9(3–4), 397–433. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Haugen, E. (1953). The Norwegian language in America: A study in bilingual behavior. Philadelphia: Pennsylvania University Press. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Hofman, J. E., y Casi, J. (1984). Children’s attitudes to language maintenance and shift. International Journal of the Sociology of Language, 501, 147–153.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Holmen, A., Latomaa, S., Gimbel, J., Andersen, S., y Jørgensen, J. N. (1992, septiembre, 1–4). Parent attitudes to children’s L1 maintenance. A cross-sectional study of immigrant groups in the Nordic countries. Paper presented at the Conference on Maintenance and Loss of Ethnic Minority Languages, Noordwijkerhout, The Netherlands.
Huguet, Á. (2007). Language use and language attitudes in Catalonia. En D. Lasagabaster y Á. Huguet (Eds.), Multilingualism in European Bilingual Contexts: Language use and Attitudes (pp. 17–39). Clevedon: Multilingual Matters.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Janés Carulla, J. (2006). Las actitudes hacia las lenguas y el aprendizaje lingüístico. Revista Interuniversitaria de Formación del Profesorado, 201, 117–132.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Jiménez Jiménez, C. (1988). Condición socioeconómica de la familia y rendimientos escolares de los hijos al terminar EGB. Revista de Educación, 2871, 55–77.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kamada, L. (1997). Bilingual Family Case Studies, Vol 21 [Monographs on Bilingualism No. 5]. Tokyo: Japan Association for Language Teaching. ED422750.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Kim, S. y Starks, D. (2010). The role of fathers in language maintenance and language attrition: the case of Korean-English late bilinguals in New Zealand. International Journal of Bilingual Education and Bilingualism, 13(3), 285–301. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
King, K. A., y Fogle, L. W. (2013). Family language policy and bilingual parenting. Language and Teaching, 46(2), 172–194. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
King, K., y Lanza, E. (2017). Ideology, agency, and imagination in multilingual families: An introduction. Special issue. International Journal of Bilingualism. Advanced online publication. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Klett, E. (abril 2004). Bilingüismo y lengua maternal. En Actas del Primer Simposio internacional sobre bilingüismo y educación bilingüe en América Latina. Llevado a cabo en la Universidad de San Andrés, Buenos Aires, Argentina. Recuperado de [URL]
Kremer-Sadlik, T., y Fatigante, M. (2015). Investing in children’s future: Cross-cultural perpectives and ideologies on parental involvement in education. Childhood, 22(1), 67–84. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lambert, W. E. (1990). Culture and language as factors in learning and education. En J. R. Mallea, y Y. C. Jonathan (Eds.), Cultural diversity and Canadian education (pp. 233–261). Ottawa: Carleton University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lambert, W. E., Havelka, J., y Gardner, R. C. (1959). Linguistic manifestations of bilingualism. The American Journal of Psychology, 72(1), 77–82. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lambert, W. E. y Tucker, G. R. (1972). Bilingual Education of Children. The St. Lambert Experiment. Rowley, Ma: Newbury House.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lasagabaster, D. (2002). The role of instrumental and integrative attitudes in a multilingual context. En X. P. Rodríguez-Yáñez, A. M. Lorenzo Suárez y F. Ramallo (Eds.), II Simposio Internacional sobre o Bilingüismo: Bilingüismo e educación, da familia á escola: Vigo 23–25 de outubro de 2002 (pp. 1693–1705). Vigo: Universidade de Vigo.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Latomaa, S. (Ed.) (2007). Oma kieli kullan kallis: opas oman äidinkielen opetukseen, Helsinki: Opetushallitus (Edita Prima).![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lindholm-Leary, K. J. (2001). Dual Language Education. Clevedon: Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
López, M. M. (2013). Mothers choose: reasons for enrolling their children in a two-way immersion program. Bilingual Research Journal, 361, 208–227. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Lüdi, G. (2003). Code-switching and unbalanced bilingualism. En M. Delaili, A. Houssen y L. Wei (Eds.), Bilingualism. Beyond basic principles (pp. 174–188). Clevedon: Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Meisel, J. M. (2006). The bilingual child. En T. Bahtia y W. Ritchie (Eds.), Handbook of Bilingualism (pp. 91–113). Oxford: Blackwell Publishing. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mejía, A. (2002). Power, Prestige and Bilingualism: International Perspectives on Elite Bilingualism. Clevedon: Multilingual Matters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Mills, J. (2004). Mothers and mother tongue: perspectives on self-construction by mothers of Pakistani heritage. En A. Pavlenko y A. Blacklegged (Eds.), Negotiation of Identities in Multilingual Contexts (pp. 161–191). Clevedon, UK: MultilingualMatters. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Moin, V., Protasova, E., Lukkari, V., y Schwartz, M. (2013). The role of family background in early bilingual education: The Finnish-Russian experience. En M. Schwartz y A. Verschic (Eds.), Successful Family Language Policy: Parents, Children and Educators in Interaction (pp. 53–83). New York: Springer, Multilingual Education. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Montrul, S. (2012). Is the Heritage Language like a Second Language? En L. Roberts, C. Lindvist, C. Bardel y N. Abrahamsson (Eds.), EUROSLA Yearbook 12 (pp. 1–29). Amsterdam: John Benjamins.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ochs, E., y Taylor, C. (1995). “The father knows best” Dynamic in dinnertime narratives. En K. Hall y M. Bucholta (Eds.), Articulated Language and the Socially Constructed Self (pp. 97–120). New York: Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ochs, E., y Kremer-Sadlik, T. (2015). How Postindustrial Families Talk. Annual Review of Anthropology, 441, 87–103. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Opetushallitus (2009). Oma kieli- Oma mieli. Opas oman Äidinkielen oppimisen tukemiseen. Sastamala: Vammalan Kirjapaino.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Pavlenko, A. (2004). “Stop doing that, la Komu Skazala!” Language choice and emotions in parent-child communication. Journal Multilingual and Multicultural Development, 25(2–3), 179–203. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Piller, I. (2001). Private language planning: The best of both world? Estudios de Sociolingüística, 2(1), 61–80.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Raiter, A. (1995). Lenguaje en uso. Enfoque sociolingüístico. Buenos Aires: A-Z editora.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Romaine, Suzanne (1995 [1989]). Bilingualism. Oxford, Blackwell Publishers.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Ruiz de Miguel, C. (2001). Factores familiares vinculados al bajo rendimiento. Revista complutense de educación, 12(1), 81–113.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Sánchez, M. P., y Tembleque, R. (1986). La educación bilingüe y el aprendizaje de una segunda lengua. Infancia y aprendizaje, 331, 3–26. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Shannon, S. y Milian, M. (2002). Parent choose dual language program in Colorado: A survey. Bilingual Research Journal, 26(3), 681–696. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Siguán, M. y Mackey, W. F. (1986). Educación y bilingüismo. Madrid: Santillana.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Siguán, M. (2001). Bilingüismo y lenguas en contacto. Madrid: Alianza.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Skutnabb-Kangas, T. (1984). Bilingualism or not: The Education of Minorities. Clevedon, UK: Multilingual Matters 7.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Valdés, G. (2000). Teaching heritage languages: An introduction for Slavic-language-teaching professionals. En O. Kagan y B. Rifkin (Eds.), Learning and teaching of Slavic languages and cultures: Toward the 21st century (pp. 375–403). Bloomington, IN: Slavica.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Venables, E., Eisenchlas, S. y Schalley, A. (2013). One-parent-one-language (OPOL) families: is the majority language-speaking parent instrumental in the minority language development? International Journal of Bilingual Education and Bilingualism, 17(4), 429–448. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Vitale, A. (2011). Linguistic attitudes and use of mother tongue among Spanish speakers in Japan. The Japan Journal of Multilingualism and Multiculturalism, 17(1), 30–45.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Weinreich, U. (1979). Languages in contact: findings and problems. The Hague: Mouton. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Cited by (2)
Cited by two other publications
Ansó Ros, Judith, Minna Maijala & Nelli Valkamo
2024.
The role of the teacher in heritage language maintenance courses in Finland.
Journal of Multilingual and Multicultural Development 45:2
► pp. 522 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
Ferre-Pérez, Francisca, Carmen Ramos Méndez & María Sagrario Salaberri Ramiro
2022.
Analysis of the fostering and constraining factors for learners’ participation in the Spanish Heritage Education Program ALCE in Germany: proposals for improvement.
International Journal of Bilingual Education and Bilingualism 25:9
► pp. 3274 ff.
![DOI logo](//benjamins.com/logos/doi-logo.svg)
This list is based on CrossRef data as of 5 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.