British Sikhs in complementary schooling: the role of heritage language proficiency and ‘culture learning’ in ethnic identity and bicultural adaptation

Article


Lam, V., Chaudry, F. R., Pinder, M. and Sura, T. 2019. British Sikhs in complementary schooling: the role of heritage language proficiency and ‘culture learning’ in ethnic identity and bicultural adaptation. Language and Education. https://doi.org/10.1080/09500782.2019.1634095
AuthorsLam, V., Chaudry, F. R., Pinder, M. and Sura, T.
Abstract

While the debate regarding bilingual benefits persists within the cognitive sciences, education research has documented various functions that heritage languages (HL) serve their speakers through bicultural adaptation. The present study adopted a mixed-methods approach to gauge HL proficiency and use, cultural participation and ethnic and mainstream identities, and to examine multiple perspectives on HL learning with complementary schooling (CS) among British Sikhs. Seventy-four 6- to 15-year-olds completed scales for perceived oral and literate abilities, language use across contexts, British and Sikh identifications, and participation in cultural activities. Children filled in open-ended items, while parents and teachers discussed in interviews and focus groups, their motivations for HL learning and CS experiences. The majority of children self-reported ‘good’ proficiency, which differed between generations as impacted by home use and was associated with cultural participation and Sikh identification. Most children referred to practical utility while most parents regarded culture retention as the dominant motivation for HL learning. Teachers discussed how teaching beyond the second generation and language shifts presented both challenges and opportunities. Still, all parties corroborated on the pertinence of HL maintenance as facilitated by CS through ‘culture learning’ towards a strong ethnic identity and bicultural adaptation.

KeywordsHeritage language; bicultural; complementary school; British Sikhs; ethnic identity
JournalLanguage and Education
ISSN0950-0782
Year2019
PublisherTaylor & Francis (Routledge)
Accepted author manuscript
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/09500782.2019.1634095
Web address (URL)https://doi.org/10.1080/09500782.2019.1634095
Publication dates
Online05 Jul 2019
Publication process dates
Accepted16 Jun 2019
Deposited30 Aug 2019
Additional information

This is an Accepted Manuscript of an article published by Taylor & Francis in Language and Education on 05.07.19, available online: http://www.tandfonline.com/10.1080/09500782.2019.1634095

Permalink -

https://repository.uel.ac.uk/item/86yw8

Download files


Accepted author manuscript
Final Manuscript L&E VL 2019.pdf
License: All rights reserved
File access level: Anyone

  • 111
    total views
  • 24
    total downloads
  • 1
    views this month
  • 0
    downloads this month

Export as

Related outputs

Animals, Superman, Fairy and God: Children’s Attributions of Nonhuman Agent Beliefs in Madrid and London
Lam, V. and Guerrero, S. 2020. Animals, Superman, Fairy and God: Children’s Attributions of Nonhuman Agent Beliefs in Madrid and London. Journal of Cognition and Culture. 20 (1-2), p. 66–87. https://doi.org/10.1163/15685373-12340074
Attitudes toward and inferred beliefs for religious ingroup/outgroup members: Muslim children of Pakistani heritage in the United Kingdom and Saudi Arabia
Lam, V. and Cohen, T. 2020. Attitudes toward and inferred beliefs for religious ingroup/outgroup members: Muslim children of Pakistani heritage in the United Kingdom and Saudi Arabia. Mental Health, Religion and Culture. 23 (1), pp. 38-53. https://doi.org/10.1080/13674676.2019.1705266
Understanding The Benefits of Growing Up Bilingual: The First Timepoint of A Longitudinal Study
Husain, L. and Lam, V. 2020. Understanding The Benefits of Growing Up Bilingual: The First Timepoint of A Longitudinal Study. Bilingualism Matters Research Symposium 2020. Online 22 - 22 Sep 2020
Developing ethnic identities and ethnic attitudes in children: Theory and research in context
Lam, V. 2013. Developing ethnic identities and ethnic attitudes in children: Theory and research in context. in: Agyemang, Charles, Airhihenbuwa, Collins O. and Aikins, Ama de-Graft (ed.) Ethnicity: Theories, international perspectives and challenges New York Nova Science. pp. 101-134
The role of ethnicity and culture in body dissatisfaction and disordered eating of young females
Lam, V. 2015. The role of ethnicity and culture in body dissatisfaction and disordered eating of young females. in: Warner, Adrienne D. (ed.) Ethnic identity: Perceptions, discrimination and social challenges New York Nova Science. pp. 1-18
National and ethnic identification, intergroup attitudes, and sport participation in the context of the London Olympics
Lam, V. and Corson, Eliza-Jane 2013. National and ethnic identification, intergroup attitudes, and sport participation in the context of the London Olympics. British Journal of Developmental Psychology. 31 (4), pp. 379-394. https://doi.org/10.1111/bjdp.12014
National and supranational identities and ingroup-outgroup attitudes of Hungarian adolescents
Lam, V. and Katona, Zsuzsanna 2017. National and supranational identities and ingroup-outgroup attitudes of Hungarian adolescents. European Journal of Developmental Psychology. 15 (1), pp. 115-130. https://doi.org/10.1080/17405629.2017.1333421
Ethnic Cognition and Affect of British-Born Chinese Children
Lam, V. and Tran, Diane H. 2017. Ethnic Cognition and Affect of British-Born Chinese Children. Journal of Educational and Developmental Psychology. 7 (1), pp. 135-145. https://doi.org/10.5539/jedp.v7n1p135
Ingroup/Outgroup Attitudes and Group Evaluations: The Role of Competition in British Classroom Settings
Lam, V. and Seaton, Jodi-Ann 2016. Ingroup/Outgroup Attitudes and Group Evaluations: The Role of Competition in British Classroom Settings. Child Development Research. 2016, p. Article ID 8649132. https://doi.org/10.1155/2016/8649132