Abstract Linguistic assimilation has historically been a cornerstone for nationalistic sentiments in countries with a history of colonization and immigration, such as the United States. The purpose of this article is to examine connections between language policies in four immigrant families and educational language policies at two public elementary schools, in the context of an English-only state policy and larger sociohistorical language ideologies in the United States. The findings showed that these connections between family and school language policies were dynamic. Although the children, parents, and school staff viewed bilingualism as a resource and paid minimal attention to the state language policy, language beliefs and practices at schools and homes increasingly prioritized English. By attending school, the children communicated these orientations between schools and homes through their increasing preference for English. The increasing dominance of English ultimately fulfilled the goal of English-only state policy, albeit gradually and unintentionally. These findings do not merely reflect an adherence to the state language policy, but rather to the hegemony of societal language ideologies.

中文翻译：

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教育和家庭语言政策之间的不言而喻的对话：超越立法的语言政策

摘要 语言同化历来是美国等有殖民和移民历史的国家民族主义情绪的基石。本文的目的是在美国仅使用英语的州政策和更大的社会历史语言意识形态的背景下，研究四个移民家庭的语言政策与两所公立小学的教育语言政策之间的联系。研究结果表明，家庭和学校语言政策之间的这些联系是动态的。尽管孩子们、家长和学校工作人员将双语视为一种资源并且很少关注国家语言政策，但学校和家庭的语言信仰和实践越来越优先考虑英语。通过上学，孩子们通过他们对英语的日益偏爱，在学校和家庭之间传达了这些方向。英语日益占据主导地位最终实现了纯英语国家政策的目标，尽管是逐渐和无意的。这些发现不仅反映了对国家语言政策的坚持，而且反映了社会语言意识形态的霸权。