Minority languages in the United States are typically lost with succeeding immigrant generations. This study focused on the pivotal generation in a specific population that had the potential to impact language loss. The purpose of this study was to uncover the experiences, perceptions, and motivations of Armenian-American heritage language learners as parents and the ways they supported heritage language learning with their children. This was a qualitative study framed by sociocultural theory and language socialization. The seven participants in this study were selected through purposeful maximum variation and were 1.5 and 1.75 generation Armenian-American parents who wanted their children to learn Armenian as their heritage language. Data collection included interviews with parents and observations during interactions with their children. The study uncovered 1) various motivators that shaped parents’ language decisions for their children, 2) parents’ practice to outsource their children’s heritage language learning, and 3) discrepancies in opportunities for interaction between the English and Armenian languages for participants’ children. The overarching implication of this study is that, unless approached differently, generational transmission of Armenian as a heritage language for Armenian-Americans is at risk for attrition.
|Commitee:||Karapetian, Shushan, Moore, Ekaterina|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 81/9(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Bilingual education|
|Keywords:||1.5 and 1.75 generation, Armenian language, Armenian parents, Armenian-American, Heritage language, Heritage language acquisition and maintenance|
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