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ed by the pandemic restrictions families spent the most time together and this resulted in increased interaction and more joint activities than before the pandemic some excellent research has already taken place with findings emerging in short papers or media reports these few studies have so far illustrated how the lockdown at home has offered mostly favourable conditions for the learning of home or heritage languages hl li sheng et al 2021 afreen norton 2021 escobar 2020 hardach 2020 there is however a lack of research on how the lockdown may interfere with the dynamics of language shift or what the effects of languages of instructions entering the home in unprecedented ways may have had on hl learning families that did not speak the language of instruction in their homes for example were forced to speak it with their children in order to facilitate learning see chik benson 2021 for a commentary the volume seeks to explore the realities of private language planning learning and use within the home during this unique period of existence and from that perspective we ask the following questions how have the lockdown and pandemic conditions shaped family language policies how has the influx of english any other language into the home as a result of lmi language of medium of instruction shaped the family s use and learning of their home language s heritage language s how have the pandemic conditions affected the home language learning and literacy learning environments what is the relationship between families internal language policies and those of the school s external how has this relationship affected the internal home language policies what roles have different family members taken on in the process of learning and re learning languages during lockdown in particular what did we learn about the nature of child agency and language learning during the lockdown how has fatigue in attending to educational and other needs of children affected heritage or home language s learning efforts for families with access to technology how has constant and easy access to digital content augmented the learning of language s in the home during the lockdown papers are invited to answer one or more of the questions above or those related to the special issue s theme with regards to the learning re learning and un learning of languages within the home and among family members we are interested in mixed methods approaches to data collection as well as descriptions of digital ethnography other virtual methodologies and creative data collection methods are particularly welcome we are also eager to receive papers from different and usually underreported geographical and socio economic contexts as well as varied and diverse family constellations submission guidelines interested researchers should submit a 500 word proposal with references and a short 100 word author biography by 31 st january 2022 submission of contributions should be written in english email submission is preferred and should be directed to the special issue editors at this email address fatma said zu ac ae notifications of acceptance will be sent out by the 1 st march 2022 once accepted full papers of no more than of 7 000 words including all elements title page abstract notes references tables biographical statement etc are due on 1 st june 2022 the style guideline of multilingua should be followed https www degruyter com journal key mult html references afreen a norton b 2021 covid 19 and heritage language learning https rscsrc ca sites default files publication 20 2367 20 20en 20 covid 19 20and 20heritage 20language 20learning_0 pdf chik a benson p 2021 commentary digital language and learning in the time of coronavirus linguistics and education volume 62 curdt christiansen x l e lanza 2018 language management in multilingual families efforts measures and challenges multilingua 37 2 123 130 escobar a 2020 from tagalog to korean these asian american families are using quarantine to learn their families languages https www nbcnews com news asianamerica tagalog korean these asian americans are using quarantine learn theirn1239013 hardach s 2020 in quarantine children pick up parents mother tongues https www nytimes com 2020 09 10 parenting family second language coronavirus html fogle l w 2012 second language socialization and learner agency adoptive family talk bristol uk multilingual matters fogle l w 2013 parental ethnotheories and family language policy in transnational adoptive families lang policy 12 83 102 gomes r l 2018 family language policy ten years on a critical approach to family multilingualism multilingual margins 5 2 50 71 king k a l w fogle 2017 family language policy in language policy and political issues in education encyclopedia of language and education edited by teresa mccarty and stephen may 315 327 new york springer lanza e lexander k v 2019 family language practices in multilingual transcultural families in montanari s quay s eds multidisciplinary perspectives on multilingualism pp 229 252 de gruyter mouton ochs e schieffelin b 1984 language acquisition and socialization culture theory essays on mind self and emotion 276 320 okita t 2002 invisible work bilingualism language choice and childrearing in international familie s amsterdam benjamins piller i l gerber 2018 bilingual advantage and the monolingual mindset international journal of bilingualism and bilingual education 25 4 424 438 rubino a 2014 trilingual talk in sicilian australian migrant families playing out identities through language alternation london palgrave macmillan said f jaafarawi n dillon a 2021 mothers accounts of attending to educational and everyday needs of their children at home during covid 19 the case of the uae social sciences special issue on family work and welfare a gender lens on covid 19 soc sci 2021 10 141 https doi org 10 3390 socsci10040141 said f zhu h 2019 no no maama say shaatir ya ouledee shaatir children s agency in language use and socialisation international journal of bilingualism 23 3 771 785 schalley andrea c eisenchlas susana a 2020 handbook of home language maintenance and development de gruyter mouton sheng l wang d walsh c heisler l li x su p l 2021 the bilingual home language boost through the lens of the covid 19 pandemic frontiers in psychology 3012 unesco 2020a education in a post covid world nine ideas for public action https unesdoc unesco org ark 48223 pf0000373717 unesco 2020b unesco covid 19 education response education sector issue notes no 23 april 2020 https unesdoc unesco org ark 48223 pf0000373512 arabizi this with others share on x opens in new window x share on facebook opens in new window facebook share on reddit opens in new window reddit like loading fatma said 12 45 pm on march 14 2022 مشروع الثنائية اللغة في الخليج العربي gulf arabic english bilingualism gaeb الهدف من المشروع البحثي التعرف على كيفية اكتساب الأطفال السعوديين والإماراتيين الصغار ثنائيي اللغة العربية الإنجليزية للغتين خلال سن 3 إلى 4 سنوات نبحث عن طفل سعودي يعيش في مدينة جدة أو إماراتي يعيش في مدينة أبو ظبي أو العين عمره 3 إلى 4 سنوات ويتعرض للغتين العربية والإنجليزية مثال التعرض للغتين معاً في المنزل التعرض للغة في المنزل ولغة أخرى في المدرسة ماذا سيطلب مني تعبئة استبانة قصيرة للتأكد من انطباق شروط العينة المستهدفة عليك في حال انطباق الشروط سيطلب منك التوقيع على نموذج موافقة على المشاركة ويمكنك الانسحاب في أي وقت تعبئة استبانة تتضمن معلومات عن الطفل وبيئته تسجيل صوتي للغة طفلك باستخدام جهاز تسجيل خفيف الوزن يحمله الطفل في سترة خاصة آمن للأطفال يتم التسجيل يوم واحد كل شهر لمدة 10 أشهر الإجمالي 10 تسجيلات قياس المهارات اللغوية للطفل 3 مرات خلال مدة المشروع في البداية وفي المنتصف وفي النهاية اللقاء عبر زووم مرة واحدة في نهاية المشروع للنقاش حول اكتساب طفلك للغة ماذا أستفيد من المشاركة مشاركتك معنا ستساعدنا في الوصول لنتائج نرجو أن تسهم في زيادة فهم الوالدين والمربين والمعلمين وأطباء الأطفال وأخصائي النطق والتخاطب في منطقة الخليج العربي لطبيعة الاكتساب اللغوي في هذه المرحلة وبالتالي تحسين بيئة التنشئة اللغوية لثنائي اللغة وخدمات الرعاية المقدمة لهم ستمكنك من متابعة تطور طفلك اللغوي خلال فترة الدراسة وللتعبير عن امتنانا لمشاركتك وتقديراً لوقتك وجهدك سيحصل جميع المشاركين على جوائز تقدر قيمتها بـ 250 درهم لكل طفل من ضمنها اشتراكات في تطبيقات أطفال تعليمية عالية الجودة وكذلك سيحصل جميع الأطفال على مجموعة قصصية مجانية باللغتين العربية والإنجليزية كما سيدخل جميع المشاركين في السحب على جائزتين كبرى ايباد برو وسيتم تسليم الجوائز في نهاية المشروع بعد جمع البيانات انضم لنا الآن عبر التسجيل من خلال هذا الرابط gaebproject gmail com إذا كان لديك أي استفسار يرجى التواصل على الفريق البحثي د فاطمة سعيد جامعة زايد د هيفاء الروقي جامعة الملك عبدالعزيز د آلاء المحمدي جامعة الملك عبدالعزيز د أريج بليلة جامعة الملك عبدالعزيز د نادين جعفراوي جامعة زايد arabizi this with others share on x opens in new window x share on facebook opens in new window facebook share on reddit opens in new window reddit like loading fatma said 4 00 pm on november 24 2016 don t blame the child who doesn t know owl in arabic recently i was sent a video clip by more than one person depicting a television host randomly asking young children i would guess the eldest must have been 7 or 8 to name animals in arabic so he asks in arabic what s this and the children answer in english crocodile ladybug owl and so on he then goes on to ask them how do you say it in arabic and this is why the video has been shared so many times the children don t know a single one of those nouns words in arabic not one of course the reactions to such a video are you see oh my god arabic is dying or goodbye the arabic language or you see and they tell us it is not dying or we ve lost that s it and look at these kids they even speak with an american accent but can t name anything in arabic on and on for this reason i have not supplied the video here because in these situations people feel that it s okay to criticise the children well it is not it is not their fault they were recorded how do we know if they gave their permission how do we know their parents know this video is being shared online i don t want to get into the ethics of sharing things without permission that will need to be another post but if they do not know these words in arabic then we cannot demonise them for that it s not their fault also to those people who criticise the children and base their lamentations on the fact that the children could not name the animals are forgetting one thing they are forgetting that the children understood everything the host said to them and they were able to communicate back in arabic and say i don t know no that one i don t know it in arabic only in english as a multilingual myself i can tell you that it is no easy feat to be able to construct a correct and meaningful sentence like that and at their age at no point did the host ask them to repeat themselves or say huh i don t understand what you just said i don t think children who have no arabic or very weak arabic would be able to say these things by no means am i playing down the seriousness of the fact that as children of their ages they should really know these common nouns but what i am saying is that it is not as gloomy as we might think it is on the surface in other words if these children get a good grounding in arabic over the next few years they will master it by the time they are teenagers they will of course need the same level of good language teaching in english too since some countries mainly outside europe save the far east are introducing english earlier and earlier into the curriculum the children therefore need to and i have said this here on this blog before master two languages and do so well it is not impossible and as long as both school and home provide the correct input the child will develop at the same pace as a monolingual child but where the input is not correct not being prescriptivist here but a certain standard of language is needed the child will fail to master language and in some cases both languages countries such as denmark and others prefer to introduce english to their children at the age of 9 there is variation with some starting at 8 whilst others wait until 11 so there are a number of models when it comes to providing children access to more than one language at the state level national language planning each is valid and each has a methodology which supports it to make it work for the children because they are after all the future of the country so each country community or education system must find a way that suits their students and please none of that copy paste business and enact it well offering support where needed the parents must make a choice in how they wish among the other millions of things they have to think about their children to learn language in the work i do we r efer to this as family language policy see also the post before this one where parents or a parent decide on the languages used within the home outside the home and how they wish to support those a great number of research is showing that the family is the centre of the well being of the child and this also includes the child s linguistic development parents if they want their children to master arabic should be prepared to practically work towards it it is not enough to buy dvds or books they must read to the child listen to the cds dvds and explain to the child and importantly talk to the child in arabic any form of arabic i came across a very interesting article in the new york times this week that explores the fight to save catalan in alghero a beautiful city north of sardinia what struck me when reading the article was what sara alivesi a journalist for the only online newspaper in catalan said that you can organize conferences publish books and do many other things but speaking is the only thing that really keeps a language alive it makes sense of course it does speaking is the only way to transmit the language any language to the next generation as we know from the language maintenance literature so if we expect young children to know nouns for everything we must ensure that we teach them well and use these words when speaking to them these things need time and consciousness at a certain level and in the situation where the language is in competition with another stronger one well the parents have to work harder parents reading with their children is a great way of helping them learn words and reinforce meanings both direct and indirect yes arabic is in a uniquely difficult situation but with careful planning and a conscious drive and motivation from parents it cannot only survive but thrive alongside english references arabizi this with others share on x opens in new window x share on facebook opens in new window facebook share on reddit opens in new window reddit like loading fatma said 10 21 am on september 4 2016 tags family language policy language ideology language practices multilingualism what role does the family play in 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