The concept of ‘school choice’ is centred on parents being able to decide how and where their children will be educated. In this thesis, school choice denotes the propensity of parents to implement their concerns about the beliefs, norms, rituals, traditions, and values to which their children will be exposed.
Published in Chapter:
International Family Configurations in Tokyo and their Cross-Cultural Approaches to Language Socialization
Donna M. Velliaris (Eynesbury Institute of Business and Technology, Australia)
Copyright: © 2015
|Pages: 30
DOI: 10.4018/978-1-4666-8668-7.ch003
Abstract
For children raised in a primarily monocultural setting, where their passport or ‘home' and their residential or ‘host' countries are the same, the knowledge/skills developed in one area may be applied in the broader contexts of their lives in a gradually more complex and fulfilling manner. Some of the knowledge/skills learned by ‘cross-cultural children', however, may be applied in a restricted range of settings and may be of limited use in ‘other' contexts of living. A prime example relates to ‘language' proficiency. This may be well developed in the particular language of one context (e.g., English), but not yet acquired in the language needed for a different context (e.g., Japanese). For this exploratory study, face-to-face interviews were conducted with ‘international parents' residing in Tokyo, Japan. Of the four themes that emerged from the qualitative data, this chapter is specifically focused on one—Language Socialisation—of cross-cultural child(ren).