Framed by family language policy (FLP), in conjunction with the Douglas Fir Group's ecological transdisciplinary framework for second language acquisition, this multiple case study investigates the FLPs of two Hmong–American families in relation to a Hmong–English dual‐language program (DLP) where their children are enrolled. Interviews, artifacts, and family‐recorded interactions were utilized to get a full understanding of what factors at the different levels of interaction shaped their FLP. The findings reveal that both sets of parents perceived the relationship between the home and school as a partnership for their children's heritage language development, with the school taking on the onus for Hmong literacy. This resulted in both families’ more secondary role and, thus, home language practices that merely supplement the school content. Importantly, while both sets of parents held similar beliefs regarding the role of the DLP in heritage language maintenance, it was their beliefs in the value of Hmong that led to the different FLPs between the families. The article concludes with limitations and implications for schools interested in wanting to better serve their heritage language learners and families.

中文翻译：

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不对称的伙伴关系：苗族传统语言教学的责任从家庭转移到双语课程


以家庭语言政策 （FLP） 为框架，结合 Douglas Fir Group 的第二语言习得生态跨学科框架，这个多案例研究调查了两个苗族-美国家庭的 FLP 与其孩子就读的苗语-英语双语计划 （DLP） 的关系。利用访谈、人工制品和家庭记录的互动来全面了解不同互动层面的哪些因素塑造了他们的 FLP。研究结果显示，两组家长都认为家庭和学校之间的关系是孩子传统语言发展的伙伴关系，学校承担了苗族识字的责任。这导致两个家庭都扮演了更多的次要角色，因此，家庭语言习俗只是对学校内容的补充。重要的是，虽然两对父母对 DLP 在传统语言维护中的作用持有相似的信念，但正是他们对苗族价值的信念导致了家庭之间的不同 FLP。文章最后对有兴趣更好地为传统语言学习者和家庭服务的学校提出了局限性和影响。