This paper addresses language anxiety and monolingual mindsets not only as they relate to family language use, but also to divergent social, cultural, and emotional domains of family language policy (FLP) decisions. It explores associations between language practices within the family, beliefs about multilingualism and language ability (language…

This study investigated the family language policy of second-generation Turkish immigrant families in the Netherlands by exploring their language ideologies, practices, and management strategies. Using an ethnographic approach, data were collected through a set of observations and interviews with 20 families. Transcriptions of interviews and memos…

The focus of this paper is on the relationships between Turkish speakers' ethnolinguistic vitality (EV) perceptions and their language maintenance (LM), language use, and choice patterns. The theoretical framework of the study is based on Giles, Bourhis, and Taylor's (1977) EV theory. In line with the model, a subjective EV vitality questionnaire,…

Proposes four different operationalizations of the basic hypothesis of politeness theory, ranging from the possibility that linguistic choices are determined by social norms to one allowing considerable freedom of choice for individual language users. Reports on a questionnaire carried out with adolescents in two urban multicultural areas:…

Reports the results of an intensive 2-year home-based educational program for 4-6 year old Turkish minority children in the Netherlands. Mothers who worked with their children at home carried out the structured program in Turkish. Overall, results indicate that involving parents in their children's education through a structured home-based…

Exploration of the extent to which acculturation may be related to classroom second-language acquisition in Turkish immigrant children reared in the Netherlands found that the relationship was significant and positive, but not really high. (Author/CB)

Presents results of research on the second-language proficiency of children participating in an experimental bilingual school, where children used mother tongue 75 percent the first year, 40 percent the second. Children attended neighborhood schools from the third year on. Supports the claim that mother tongue teaching does not harm…

Assessed and compared the development of receptive and productive Dutch and Turkish vocabulary of 31 Turkish immigrant preschool children. Using multivariate analysis of variance for repeated measurements, main and interaction effects of group (Turkish, Dutch working class, and Dutch middle class) and time were tested. Results are interpreted…

Analysis of the responses of monolingual Dutch and bilingual Turkish, Moroccan, and Surinamese children living in the Netherlands to word association and sorting tasks revealed no significant differences among the groups. Results of the study indicated that bilingualism does not affect cognitive-linguistic development. (22 references) (Author/VWL)