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29 - Minority Languages at Home and Abroad: Education and Acculturation

from Part VI - Context and Environment

Published online by Cambridge University Press:  25 June 2019

By
Aline Ferreira ,
Viola G. Miglio  and
John W. Schwieter
Edited by
John W. Schwieter  and
Alessandro Benati
John W. Schwieter
Affiliation:
Wilfrid Laurier University
Alessandro Benati
Affiliation:
American University of Sharjah, United Arab Emirates
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Summary

Nearly all societies are bilingual (Appel & Muysken, 2006), a fact which places monolingualism in the minority. Multilingual individuals who live within the same national borders use the official language of the country in addition to their own to survive socially and economically. Globally, the position of English as a lingua franca has compelled people to learn it (Ur, 2010), which might suggest that in most cases, bilingualism is really understood as proficiency in English plus another language. In immigration contexts, families have to learn the dominant language—normally the most prestigious language—to be integrated to the new community, usually suppressing their minority language. According to Ferreira et al. (2016), the learners’ attitude towards the more prestigious linguistic group might have a positive impact on learning the new language, but maintaining the heritage language and culture seems to be an arduous task, even though the maintenance of heritage culture has benefits for first language (L1) literacy skills in addition to cognitive-linguistic variables, favouring a bi-dimensional model of acculturation (Berry, 1990).

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The Cambridge Handbook of Language Learning , pp. 696 - 726
Publisher: Cambridge University Press
Print publication year: 2019

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