Family Bilingualism: an English-Spanish case study in Madrid (Spain)

• Published in: ELIA no. 19; pp. 235 - 324
• Main Author: Ruiz Martín, Arancha
• Format: Journal Article
• Language: English
• Published: Sevilla Universidad de Sevilla, Departamento de Lengua Inglesa 2019
• Subjects: Academic Achievement; Academic Language; Authors; Beliefs; Bilingualism; Case studies; Children & youth; English language; Ethnography; Families & family life; Family (Sociological Unit); Interviews; Language Planning; Language policy; Learning; Linguistics; Parent-child relations; Parents; Parents & parenting; Participant Observation; Research methodology; Spanish language; Writing Processes; Madrid Spain; Spain
• DOI: 10.12795/elia.mon.2019.i1.12
• ISSN: 1576-5059

This article is a contribution to the study of family bilingualism in the form of a case study, using some ethnographic techniques. It offers the example of a mixed-language couple raising their children bilingually in English and Spanish in Madrid (Spain) by choice, not by need. The author describes and analyses this process and the consequences to date in her own family by using theoretical and empirical knowledge acquired through research on the subject along with her notes on her children's bilingual development. Thus, both as a parent and a linguist, the author hopes to provide a comprehensive and authentic example of a bilingual family which could serve to help other researchers and parents to understand the practice raising bilingual children. Different aspects are included, such as the beliefs, decisions, achievements, regrets and hopes experienced by her family as well as the results achieved so far. Another aim is to demonstrate the advantages of drawing on knowledge from both the academic and the non-academic world, how both sides complement each other and should therefore share information for the benefit of all so that it proves useful for real life. This case study also highlights the importance of how learning about the subject can be beneficial to succeed in the process of bringing up children bilingually. As experienced by the author's own family, misconceptions about bilingualism and a lack of reliable information can influence the development of the children's bilingualism as parents might not be able to make informed decisions during the process.