Family Language Policies of Multilingual Families during the COVID-19 Pandemic: Evidence from Cyprus, Estonia, Germany, Israel, and Sweden
Abstract
:1. Introduction
2. Family Language Policy
3. The Position of Russian in the Five Countries under Study
4. The COVID-19 Pandemic Impact on School Closure per Country
5. Methodology
5.1. Participants
5.2. Materials and Procedure
6. Results
6.1. The Effect of the Pandemic on HL and SL Acquisition
6.1.1. HL Increase/SL Decrease
(1) My husband watched movies with her [daughter] and they discussed them a lot afterwards. I noticed that she got very interested in comedies… yes, in Russian… And I tried to watch Estonian channels with her, but she did not show much interest in them…(Estonia)
(2) We only speak Russian at home. During the lockdown, hardly anything changed. Maybe, we even spoke more Russian because we were all at home, our children had little contact with their friends, and we watched a lot of Russian films and cartoons at home.(Germany)
(3) The children always speak Hebrew among themselves. They use Russian only for me. They understand my reprimands and cursings. They always answer in Hebrew, very rarely in Russian, with some insertions of Russian words. Their Russian has improved in microscopic doses. A little bit, probably, just because they heard me more during the pandemic.(Israel)
6.1.2. HL Decrease/SL Increase
(4) Swedish started to clearly dominate during COVID. He [the child] is either watching more movies in Swedish or the language [Swedish] is easier? [What the mother meant was: ‘He is watching movies in Swedish because it is easier for him.’](Sweden)
(5) During lockdown, we were all at home. So, the mixed language use was the same—a mix of Russian and Estonian—and became a problem as children started to mix language at school.(Estonia)
(6) My husband helped him with math, as I am not very good in mathematics. I helped him with German, English, and Geography. It was very difficult. I had to explain everything to him in German only.(Germany)
6.1.3. No Change in HL and SL Use
(7) Nothing changed during pandemic. We spoke Russian and we continue speaking Russian.(Sweden)
(8) The older [child] spoke Hebrew and continued speaking Hebrew, so everyone stayed in their comfort zone.(Israel)
(9) [Did the FLP change during the pandemic] Of course not. We were speaking our native language, Russian before the pandemic. So, we just continued to do it.(Cyprus)
(10) We had no problems except for one [problem]: we had fear!(Sweden)
6.2. The Nature of Child and Parental Agency in Facilitation of the Possible Changes
(11) I never interfere until they ask for help. Sometimes the younger one turns to the older one, and the matter does not reach me.(Cyprus)
(12) She looks for Russian-speaking videos on YouTube (she can read and write); she watches Russian-speaking YouTube bloggers for children (her own interest); she is eager to watch films in Russian.(Germany)
(13) I started watching more Russian programs and she [my daughter] became interested in them too and listened to them and then she even started searching for her own [programs].(Sweden)
(14) [About the younger daughter:] We learnt proverbs and read fairy tales in both Russian and Estonian; I gave her more attention than before the pandemic. [About the older daughter:] She knows how to entertain herself: she picks up a book and reads, or just plays by herself. She speaks different languages with her dolls when I listen to her. For example, she plays “In the shop” and her customers (dolls) buy in different languages.(Estonia)
(15) My parents-in-law live in Russia. They don’t speak Hebrew, they speak Russian to the kids. My mother-in-law… she works for a logopedic kindergarten. She is very concerned about the Russian language skills of the kids. The kids phone her via WhatsApp and the grandma teaches them all sorts of tongue twisters, she teaches them to pronounce “r” correctly, they have a Hebrew “r”, not a Russian one. Grandma teaches them, and she is very happy, as they teach her letters in Hebrew.(Israel)
(16) Their grandmother took care of them while I cooked and cleaned for the whole bunch. The youngest ones read with her [in Russian], while the oldest only sat with a phone in his hand.(Estonia)
(17) My children have improved their Russian. The teacher just praised my children. And I can say that my children are independent, and I do not interfere in their educational process. They study on their own, do their homework and do all the tasks on their own. And I haven’t interfered in it for a long time. No, no one helped. My children have been learning on their own for a long time without my help. All children are different, my children are very responsible, so it’s not difficult for them to study online. They realized that online lessons are very convenient, you can have lunch and immediately go to the computer and study with the teacher.(Cyprus)
7. Discussion and Conclusions
8. Limitations and Future Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
1. | Could you please tell us a little bit about yourself?
|
2. | During the pandemic, what was the most difficult for you?
|
3. | Has lockdown due to the pandemic affected language learning in the family?
|
4. | In your opinion, has the presence of the societal language become more noticeable in your family?
|
5. | But did the pandemic somehow affect literacy development?
|
6. | During the pandemic, did the child attend school in their home language? |
7. | At school at this time, was the child given homework?
|
8. | Do you think the child got tired of school more?
|
9. | During isolation, what was the child’s role in language learning?
|
10. | Tell me, did your child have access to digital technologies?
|
11. | Do you want to add anything? To comment? |
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Country | Duration of Full and Partial School Closures (in Weeks) | Duration of Full Closures (in Weeks) | Duration of Partial Closures (in Weeks) |
---|---|---|---|
Cyprus | 28 | 13 | 15 |
Estonia | 26 | 15 | 11 |
Germany | 38 | 14 | 24 |
Israel | 33 | 16 | 17 |
Sweden | 24 | 0 | 24 |
Country | Cyprus | Estonia | Germany | Israel | Sweden | |
---|---|---|---|---|---|---|
Age (years) | Mean | 43.4 | 39.2 | 37.7 | 42 | 42.1 |
Range | 38–51 | 30–46 | 32–45 | 32–54 | 28–53 | |
Education | School | 1 | 0 | 0 | 1 | 0 |
College | 0 | 0 | 1 | 0 | 0 | |
BA | 6 | 4 | 9 | 4 | 5 | |
MA | 2 | 6 | 0 | 5 | 5 | |
PhD | 1 | 0 | 0 | 0 | 0 | |
LoR (years) | Mean | 13 | 39 | 18 | 22 | 20.6 |
Range | 5–20 | 30–46 | 5–28 | 10–31 | 7–28 | |
Number of children | Mean | 1.8 | 2 | 2 | 2 | 2 |
Range | 1–3 | 1–3 | 1–3 | 1–5 | 1–3 | |
Immigrated/Repatriated from | Russia | 3 | 0 | 6 | 4 | 7 |
Ukraine | 2 | 0 | 0 | 4 | 3 | |
Belarus | 2 | 0 | 1 | 0 | 0 | |
Moldova | 2 | 0 | 0 | 0 | 0 | |
Latvia | 1 | 0 | 0 | 0 | 0 | |
Kazakhstan | 0 | 0 | 2 | 0 | 0 | |
Kyrgyzstan | 0 | 0 | 1 | 0 | 0 | |
Estonia | 0 | 10 * | 0 | 1 | 0 | |
Abkhazia | 0 | 0 | 0 | 1 | 0 | |
Type of family | Endogamous | 5 | 9 | 8 | 8 | 3 |
Exogamous | 5 | 1 | 2 | 2 | 7 | |
Structure of the family | Co-living two-parent family | 8 | 9 | 7 | 8 | 4 |
Divorced two-parent family (50%–50% parent care) | 0 | 0 | 2 | 1 | 2 | |
One-parent family | 2 | 1 | 1 | 1 | 4 | |
Home language use before COVID-10 | Mainly RU | 1 | 6 | 5 | 3 | 4 |
Mainly SL | 3 | 0 | 1 | 1 | 2 | |
Both | 6 | 4 | 4 | 6 | 4 |
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Zabrodskaja, A.; Meir, N.; Karpava, S.; Ringblom, N.; Ritter, A. Family Language Policies of Multilingual Families during the COVID-19 Pandemic: Evidence from Cyprus, Estonia, Germany, Israel, and Sweden. Languages 2023, 8, 263. https://doi.org/10.3390/languages8040263
Zabrodskaja A, Meir N, Karpava S, Ringblom N, Ritter A. Family Language Policies of Multilingual Families during the COVID-19 Pandemic: Evidence from Cyprus, Estonia, Germany, Israel, and Sweden. Languages. 2023; 8(4):263. https://doi.org/10.3390/languages8040263
Chicago/Turabian StyleZabrodskaja, Anastassia, Natalia Meir, Sviatlana Karpava, Natalia Ringblom, and Anna Ritter. 2023. "Family Language Policies of Multilingual Families during the COVID-19 Pandemic: Evidence from Cyprus, Estonia, Germany, Israel, and Sweden" Languages 8, no. 4: 263. https://doi.org/10.3390/languages8040263