Documente Academic
Documente Profesional
Documente Cultură
Language Landscape
Subi Subhan
1
Locale
(Source: http://www.infoplease.com/atlas/country/india.html)
50
45
40
35
30
25
20
15
10
5
0
To ro nto
M iami
Vanco uver
Sydney
Lo s A ngeles
New Yo rk
M o ntreal
Number of
Bangla
___ Speakers
6,050
12,840
Mostly Speaks
Bangla
at home
5,640
9,615
1,500
2,780
2,595
4,470
_______________________________________________________________
Data Collection:
Ethnographic
Fieldwork
Fieldwork
Observation
Analysis and
reporting:
Portraiture
Data collection:
Historical
interviews and
sources
Conversational
interviews
Research questions:
1. To what extent is language maintenance noticeable within the
families of Bangladeshi immigrants in Toronto?
2. To what extent and in what ways is the heritage language present
and used in the context of the families?
3. What are the ranges of relationships that Bangladeshi immigrant
families in Toronto have with outside contexts and resources with
regards to their heritage language?
4a. In what ways do parents or adults in the family convey values and
attitudes about heritage language to their children?
4b. How much importance do parents attach to the transmission of
heritage language?
8
Participants
Researcher
Three Families based on convenience and availability
Resource people knowledgeable members of the population under
study or associated people
________________________________________________________
Instrumentation
Researcher
Ethnographic Fieldwork
Observation notes
Conversational interviews
Documents reviews
Historical interviews
Method
Ethnographic methods
Historical methods
______________________________________________________________
Data Collection
10
Analysis
Source
Data
Theory
Member checking
Guest analyst
_______________________________________________________________
Reporting
Potraiture
A thick description of the background and of the lives of the subjects observed
[I]ntends to address wider, more eclectic audiences beyond academys inner
circle, [and] to speak in a language that is not coded or exclusive (Lawrence-Lightfoot &
Davis, 1997, p.10)
11
Findings
12
13
Parents Priorities
Health
Companionship and entertainment
Childrens choice
14
Parents Priorities
Other Priorities
Religious education
English education or learning English
Tutoring and other elements
Lack of awareness and negligence of
heritage language
16
Negative
Religious observance
Cultural shows
Public libraries
Bookstores
Media stores
TDSB language programs
University of Toronto
Positive
Private institutions for cultural instruction
Social visits
Ethnic enclaves (although not exclusively ethnic)
17
18
Follow up
Conclusion
21
Thank you!
22