Students' and Parents' Language Ideologies Reshaping Classroom Language Policies in a Persian Heritage-Language Class

• In Event: Marriott Roundtable Session 11
  In Roundtable Session: Bilingualism and Language Shift in the Context of Heritage Language

Abstract

The purpose of this qualitative case study is to explore classroom language policies and practices in a Persian heritage language class with a look at the multiple language ideologies held by the teacher, students, and the students’ parents. The participants are four 8- to 10-year-old Iranian American female students, their teacher, and their parents. I draw on the theory of translanguaging to analyze the ideologies about language pluralism and separation held by the participants. I argue that in a heritage language classroom, policies and practices are directly affected by parents’, students’, and teachers’ ideologies about language separation or pluralism. I conclude with the implications for education.

Author

• Susan Ataei Masjedloo, The Ohio State University