Anti-Russian sentiment or 'Russophobia' has been on the rise around the world since the 2022 invasion of Ukraine (Washington Post, 2022). Negative attitudes towards Russians and the Russian language can potentially influence the desires and practices of Russian-speaking parents in using the language with their children in contexts outside of Russia. This article examines the language ideologies and family language policies of a diverse group of Russian-s peaking mothers in Finland before the Ukraine war. Most of the mothers noted in interviews that some form of Russophobia (e.g. perceived negative attitudes, cutting off funding for Russian programmes, and/or their own stereotypes about Russians) influenced their own use of Russian in certain contexts, their perceptions of their Russian-speaking children, and/or their language education decisions. This article explores an understudied area of family language policy, that is how xenophobia and/or racism in the context of conflict (in this case after the annexation of Crimea in 2014) influence a minority migrant group's use of their home language abroad. By situating mothers' family language planning and ideologies in the larger sociohistorical context, this paper contributes to an expanded view of family external or non-linguistic factors in family language policy.

Three decades of research on reversing language shift, bi- and multilingual parenting, and Family Language Policy (FLP) have demonstrated that, while parental language practices and ideologies are important factors in determining children’s language competencies and outcomes, parents do not exist in a vacuum. Family language policies are influenced by a myriad of sociohistorical and relational processes that are examined in depth in this special issue. The articles here capture the reality of the complexities of FLP by examining family-external factors such as the COVID-19 lockdown, access to digital communication, geography and community, migration histories, national language policies, and family structures among others, to explain the particular family language policies present in communities around the world (from Iran to Cyprus to Northern Ireland) and their effects on children’s language outcomes and family members’ linguistic experiences.

Creating Belonging in San Francisco Chinatown’s Diasporic Community: Morphosyntactic Aspects of Indexing Ethnic Identity Adina Staicov (2020) Cham: Palgrave MacMillan. Pp. 182 ISBN: 978-3-030-24992-2 (hbk) ISBN: 978-3-030-24995-3 (pbk) ISBN: 978-3-030-24993-9 (eBook)

Applying critical kinship studies to the study of multilingual families, this book foregrounds kinship, gender, and sexuality in discussions of family language ideologies, practices, and planning and affords a new point of view on family language processes. Focusing on historically marginalized families in multilingual family research (including adoptive, single parent, and LGBTQ+), the book centers nonnormative family configurations as a way to focus on kinship processes. It explores the construction of family in private and public spheres, including interview and interactional data in homes as well as public forms of production such as memoirs, documentaries, and even comedy.

This article reviews Queer, Latinx, and Bilingual: Narrative Resources in the Negotiation of Identities

This study examines the evaluation of place in orientation sequences of narratives of internal migration to the Southern United States. Unlike other narratives of displacement, narratives of internal migration foreground talk about the here and now in which tellers evaluate place as an important aspect of narrative meaning-making. The current study draws on five narratives of internal migration told during research interviews about growing up bilingual in the South to examine how the South (and other places) are evaluated by young bilingual adults in the region. This study demonstrates how evaluations of place provide a resource for constructing narrators' authority, moral positions, and belonging in relation to two main stereotypical narratives of the South, i.e. as a racialized and racist place or as a moral and hospitable place. The study has implications for understanding the construction of place and self identity in narrative as well as processes of migration of immigrant families within the U.S.

AbstractRecent work in language and sexuality has emphasized globalization and multilingualism as important areas of investigation (Bucholtz & Hall 2006,Leap & Boellstorff 2003,Murray 2014). Concomitantly, other scholars have employed the construct of sexual fluidity as a metaphor for linguistic fluidity (Otsuji & Pennycook 2010,Pennycook & Otsuji 2015). Few studies, however, have examined how sexual and linguistic fluidity intersect in individual experience. This paper examines metalinguistic discourse in three fictional novels involving bisexual, bilingual characters in order to understand how talk about language informs representations of sexualities. In these texts bilingualism functions in constructing access to queer communities, authenticity, belonging, and emotional control for bisexual characters. Further, sexual and linguistic fluidity are portrayed as lifespan processes embedded in specific time periods. Such understandings point to a need for historical approaches to fluidity that capture longer timescales and multiple dimensions of linguistic and sexual desire, practice, and identity.

Foreign language (FL) and English as a Second Language (ESL) teaching present considerable challenges in the rural U.S. South. Local language ideologies, budgetary considerations, and challenges in other curricular areas (e.g., math and science) lead to marginalizing both FL and ESL in schools. This article examines the personal and professional trajectories of in-service language teachers in K-12 settings in the state of Mississippi to better understand how participants conceptualize their practice and their roles in schools. By analyzing the interview discourse of nine teachers, we found that both ESL and FL teachers positioned themselves against dominant ideologies and educational policies and constructed themselves as agents of change in the classroom, school, and community at large. This study contributes to the argument for integrating FL and ESL in rural areas, where both groups need support, and provides suggestions for ESL-FL teacher collaboration in rural schools.

Chapter 1: Introduction Chapter 2: Second language socialization, agency, and identity Chapter 3: Transnational adoption and language: An overview Chapter 4: 'I got nothin'!': Resistance, routine, and narrative Chapter 5: 'But now we're your daughter and son!': Participation, questions, and languaging Chapter 6: 'We'll help them in Russian, and they'll help us in English': Negotiation, medium requests, and code-switching Chapter 7: Conclusions and implications Chapter 8: Epilogue

Studies in family language policy (FLP) point to the important role children play in negotiating and shaping parents' language ideologies and practices. This chapter focuses on how adult children perceive themselves as agents in shaping FLP and how they represent their own processes of becoming bilingual with an emphasis on experiences children had outside of the home that shaped their bilingual identities. The study examines data from interviews with five young adults (ages 18–26) who identified as bilingual and had attended at least 1 year of grade school in the Southern United States. The analysis focuses on the linguistic construction of agency as well as self and other identities that function to explain family language policy processes in the context of the individual's telling of life experiences (e.g., moving, starting school, etc.). Racial, ethnic and linguistic identities and ideologies are intertwined for young bilinguals in the South and discussions of place contextualize bilinguals' depictions of their language competence. In this study participants suggested that passive bilingualism is not solely the result of poorly planned policies or the use of less effective strategies on the parents' part, but rather the result of constraints placed on children for displaying and claiming a bilingual identity and thus potentially a result of the ideologies of bilingualism in place.

Family language policy refers to explicit and overt decisions parents make about language use and language learning as well as implicit processes that legitimize certain language and literacy practices over others in the home. Studies in family language policy have emphasized the ways in which family-internal processes are shaped by and shape societal level realities. By examining the interview discourse of 11 transnational adoptive parents about their language and education decisions for older, native Russian-speaking adoptees, this article shows how parents draw on categorizations and descriptions of their children to explain their language and education policies. The parental ethnotheories embedded in these categorizations represent a mediating link between societal level discourses on adoptive parenting and adoptees and parents’ individual language planning decisions. The data from transnational adoptive parents presented here indicate that, although adoptive parents’ language policy decisions were reflective of larger discourse processes in society such as monolingual normativity, parents themselves saw their FLP decisions in relation to their children’s particular cognitive and emotional capacities, educational needs, and desire to form a family bond.

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