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The Strategies of Bilingual Childen Upbringing in Czech-Russian Speaking Families
PAKHTUSOV, Iurii
The thesis is designed as a qualitative research dealing with the implementation of strategies of bilingual children upbringing in Czech-Russian-speaking families. The main goal of this thesis is to examine the implementation of the bilingual upbringing strategy on Czech-Russian-speaking children between two years and a month of age and seven years and eleven months of age. It attempts to complete the missing information about Czech-Russian bilingualism, while providing characteristics of the strategies of bilingual upbringing which are implemented in the given families. The main goal of this thesis is to discover and describe which strategies of bilingual upbringing are being used in parenting in Czech-Russian-speaking families. The theoretical part introduces bilingualism as a term and its definition, followed by the concepts of bilingual family and bilingual upbringing. Then the strategies of bilingual upbringing, basic phases of bilingual language development in bilingual children, interference and mixing up languages, positive interference, switching the language codes and language borrowing, along with biculturalism and bicultural education are described. At the end, the importance of rituals in family life is discussed. The empirical part was realized on the basis of qualitative research using a semi-structured interview, an assigned Russian Test for Bilingual Children and a summary and interpretation of the results. In the analysis of the data, the OPOL strategy (one parent - one language) and the extension of this strategy, depending on the language knowledge of the parents, was found to be the most used in families. In addition, we found that children had better linguistic skills in families where strategy selection was made in advance and a certain strategy followed, rather than in families where parents did not consider and pursue purely intuitive strategies, or where no strategy has been consistently followed or parents have mixed languages when communicating with each other. These results were confirmed by the Russian Language Test for Bilingual Children, which we used more as a supplementary method, rather than a ěseparate measuring instrument because the research file is not big enough to make a clear conclusion. The results of the test were then analysed qualitatively.
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