Erasmus+ KA2 adult: Talking About Language and EmotionS at Home

Progetto: Research project


A lot of authors have studied the relation between language learning, attitudes and emotions in multilingual settings (among othersGibbons and Ramirez 2004 – Dörnei and Ushioda 2009 – Lanza and Li Wei 2015) You can translate this studies in some questionswhich members of minority groups should consider:- What is your attitude towards the language(s) in your linguistic repertoire?- To what extent do you consider yourself as a multilingual person and able to learn other languages?- Do you want to maintain your mother tongue and to what extent is your mother tongue linked with your identity?Finding an answer to these questions is even more complex than ever. Language situations have become more complex. Oftenmore than two languages are involved, differences in language use between generations increase and integration demands higherlanguage skills.Multilingual families should be supported to create an optimal environment for language learning and well-being. They shouldcreate an open atmosphere in which decisions on language maintenance /shift are considered and are debatable. They shouldreinforce the mutual understanding between different generations and a positive approach to language learning. This means thatthey have to become aware of language attitudes and emotions from the different family members. They should be able to handlenegative attitudes and reinforce the positive ones.Professionals (educators, social/medical workers, teachers etc.) working with multilingual families are confronted with familymembers which sometimes struggle with the multilingual context they live in or who express negative connotations towards thehome language and/or language of integration. The negative attitudes influence their well-being and/or language learning. Theseprofessionals need tools to help clients to express the attitudes and bend them in a more positive direction and with the agreementof the family.The number of multilingual families in Europe is increasing. This increases the need to translate research into practice accessible to awide range of multilingual families. Developing these practices in a transnational way will help us to take into account differentlanguage contexts and policies. This means different minority groups, different majority languages and different situations (one ortwo official languages, less or more support of home languages). What we have in common is that we are confronted with policiesand educators (school etc.) which pay little attention to valuing home languages. Working together can create a strongersensitization. It creates also possibilities for an extensive dissemination. This project aims to deliver a innovating contribution to these specific topics by developing a tool (app) that professionals can use intheir support and learning processes with multilingual families. This tool will be an application for parents and their children.Training and background information for professionals will be provided through this project.We can define 2 distinct groups of stakeholders:Multilingual immigrant families (Parents, children and youngsters): In general: Multilingual families in which at least one minoritylanguage and one majority language are used actively by parents and/or children. This with special attention to underprivilegedfamilies. Further (E1) you will find an more detailed description.Professionals (secondary to sustain the families): (1) professionals who work with adults, children and youngsters in a process oflanguage learning (2) professionals that are involved in improving intra-familial relations an

Key findings

Scienze socioeconomiche e umane
Data di inizio/fine effettiva9/1/168/31/18