Heritage language acquisition and maintenance: home literacy practices of Japanese-speaking families in Canada

Introduction. In this study, we examine the case of Japanese-speaking families in Canada and their experiences with teaching a heritage language at home, along with the uses and perceived usefulness of public library resources, collections, and services in the process. Methods. We interviewed fourteen mothers who speak Japanese to their children. We complemented the interviews with picture diaries produced by participants about their vision of the 'ideal' library. Analysis. Interviews were transcribed and a thematic analysis conducted through an iterative process. A visual analysis process was performed on the picture diaries. Results. There is a disconnect between the women's needs and practices relating to heritage language education, and their ability to navigate the 'mainstream' information environment for relevant information. Conclusion. Findings point to the symbolic importance of engaging in heritage language literacy. Although the home remains the crucial site for heritage language literacy practices and the mother plays a critical role in this process, the literacy practices used by Japanese immigrant mothers in Toronto to teach and maintain heritage language are diverse and varied.