Abstract
This contribution reflects on the methodological and ethical challenges of researching family language policies in migratory multilingual contexts such as Switzerland, focusing on the maintenance of Spanish (Bürki, 2023; Bürki & Nandi, 2023) in families whose children attend bilingual preschools. By examining the role of early childhood education centers in intergenerational language transmission, this research employs a multimethod approach including schooling landscape, semi-structured interviews, collaboration with preschool staff, and participation in activities.
The methodology highlights the importance of agents as active participants in the research process, fostering collaborative approaches that prioritize shared knowledge and inclusive decision-making (Chevalier, 2019). This focus enables triangulation of perspectives for a more nuanced understanding, and it also addresses ethical questions about the researcher’s role and responsibilities.
The presentation explores how reflexivity and critical self-positioning can challenge assumptions, address power dynamics, and ensure ethical accountability (Atkins, 2024) when engaging with migrant communities. It argues that actor-centered methodologies can lead to deeper understanding of family language policies and their role in strengthening linguistic identity.
Bio Data
Marta Rodríguez García is an Early Postdoc researcher at the University of Bern (Switzerland). She holds a PhD in Hispanic Linguistics from the University of Basel, where she studied language use and identity among bilingual Gibraltarian youth. Her current research focuses on family language policy and the role of various agents—such as schools, educators, and families—in the maintenance of home languages in migratory multilingual contexts.