Family Language Ideology in English and Academic Performance of Junior High School Students in Chongzuo City of Guangxi Border Areas

: The study aimed to explore the family language ideology in English and academic achievement among junior high school students. By adopting a quantitative approach, data were collected from students. The findings indicated that students had a negative perception towards English as a destructive language, held a favorable view of English as a pluralistic language, and recognized its importance in embracing diversity but also perceiving it as relatively irrelevant to their local community. The results also revealed no significant relationship between students' perception of family language ideology and their English grades. The study highlighted the need for comprehensive language programs with differentiated instruction and interventions to enhance students' language proficiency. Recommendations include promoting multilingualism, enhancing cultural sensitivity and curriculum, involving community, implementing long-term research to delve into qualitative studies to gain deeper insights into language attitudes and academic performance among students, and considering the socio-cultural context.


Introduction
The family serves as the foundation for human language learning, the setting where people use language for the longest periods of time, and the last support system for language preservation and survival (Zhang, Shao;2018).According to Spolsky (2018), in the family, the belief about language itself and language use is language ideology, in other words, family language ideology pertains to how family members perceive language, employ language, and assign value to language.However, English is a foreign language in China.Families in China do not truly speak English in their regular interactions, so the two key facets of English language policy study in Chinese families are language ideology and language management (Ma, 2021).
Chongzuo City is home to 37 ethnic minorities, such as Zhuang, Miao, Yao, Dong, and more.In addition to using Mandarin, the common national language, for communication, people here also use ethnic languages or Chinese dialects.Even some dialects of ethnic languages are dialects of Vietnamese ethnic languages.The natural multilingual environment is supposed to be a condition for interest in multilingual learning, however, like other ethnic minority regions, the least strong and valued subject in Chongzuo's primary and secondary schools is English.Most students are not particularly interested in learning English.Some academics have investigated this issue.According to Wang (2020), the issue with basic foreign language instruction for ethnic minorities is rooted in the fact that "foreign language education is often viewed with a shortsighted perspective" and that there is a lack of awareness of the significance of basic foreign language instruction.This awareness is in fact "ideology", which extends to people's perceptions and attitudes towards English language learning in ethnic minority regions.
While most study being conducted on English language planning and policy in China focuses on top-down macro policies, it is equally crucial to explore the attitudes of families towards English in the micro sphere.Understanding the family's perspective is particularly important as it can significantly influence the English learning experiences of individual family members during the basic education phase.By investigating these micro-level dynamics, this study intends to fill a research vacuum and shed light on the influence of family attitudes on English language learning.

Theoretical Basis
To bridge this gap, to provide a comprehensive interpretation of Chinese family language ideology concerning English, and to deconstruct the conceptions and attitudes of families in ethnic minority areas towards English and identify the problems that exist.In achieving this objective, the three perspectives on English's place in the world that Jeffrey Gil offered in 2016-English as a destructive language, English as a pluralistic language, and English as an irrelevant language-were used to inform this study.

English as a Destructive Language
According to Pennycook (2017), using English as a destructive language would lead to the devaluation and even destruction of other languages and cultures.It will also provide one access to higher education, better employment opportunities, and social status.Western ideologies and practices, which are promoted as being the "best," form the foundation of English language instruction (Mackenzie, 2022).

English as a Pluralistic Language
The idea that English is a pluralistic language implies that native speakers are no longer the only ones who can speak it (Park & Wee, 2012).Many languages in the world are not just spoken in one country, such as English, French, Spanish, Arabic, etc.The cultural connotations of a language as widely spoken as English are far more than just a few native Englishspeaking countries, but a multicultural experience.Indian English, Malaysian English, Singaporean English, and other variations of the English language are increasingly acknowledged and recognized on a global scale.One should not only see the inequality or non-reciprocity that English brings.English is taught and learned in a variety of local settings, which means that local cultures, beliefs, and practices are incorporated into the teaching and learning processes.People can also use English to promote and introduce their traditional culture and tell their country's story in English.

English as an Irrelevant Language
English as an irrelevant language means although it is a global lingua franca, in their daily lives, people essentially do not speak in English.Even if they do not speak English, it does not affect their lives in any way.The national lingua franca, or even local dialects, can meet people's communication needs.Especially in those poor and remote areas, learning the national language is the first priority.
By adopting this analytical framework, the study contributed to a more nuanced and holistic examination of the conceptual scope of Chinese family language ideology in relation to English, shedding light on specific challenges and issues encountered within ethnic minority areas.

Research Questions
This research aimed to understand that family language beliefs in relation to English, as well as the connection between these language beliefs and students' academic achievements.To specify, the study aimed to address the following inquiries: A. What is the family language ideology in English as perceived by students in selected schools in Chongzuo city in terms of: English as a destructive language; English as a pluralistic language; and English as an irrelevant language?B. Does the perception of the family language ideology in English have an impact in English academic performance of the students-respondents?
C. Based on the findings, what recommendations on family language ideology and academic performance of Junior High School Students in Chongzuo City may be proposed?

Research Approach and Instrument
The research predominantly employed a quantitative research methodology.A questionnaire was utilized to furnish responses to the research questions.There are two sections to the questionnaire.The first section is the participants' age, sex, grade level, and grades of English final examination for School Year 2022-2023.The second section is family language ideology in English in terms of English as a destructive language, English as a pluralistic language; and English as an irrelevant language.Each dimension consists of 10 indicators.

Research Participant
The research participants were drawn from three schools, namely Longzhou Ethnic Middle School, Pingxiang Ethnic Hope Experimental School, and Jiangzhou District No. 2 Middle School with.In total, 792 questionnaires were received.

Family Language Ideology in English as
Perceived by Students in Terms of English as a Destructive Language

Disagree
10. English perpetuate the historical power dynamics and colonial legacies associated with English-speaking nations.

Agree
Over-all Weighted Mean 2.17 Disagree * Legend: 3.26 -4.00 Strongly Agree, 2.51 -3.25 Agree, 1.76 -2.50 Disagree, 1.00 -1.75 Strongly Disagree Based on the numerical data showed in Table 1, it is evident that students generally hold a negative perception of English as a destructive language.Most indicators show a weighted mean falling within the "disagree" range, indicating that the respondents do not perceive English as having a harmful impact on language and cultural diversity.However, students concurred on the notion that learners originating from non-English-speaking backgrounds might be excluded from certain opportunities or privileges due to their language proficiency (Indicator 6), with corresponding weighted mean score of 2.66.Likewise, they also agreed that English language learning perpetuates historical power dynamics and colonial legacies associated with English-speaking nations to a certain extent (Indicator 10), as evidenced by weighted mean score of 2.76.

Family Language Ideology in English as
Perceived by Students in Terms of English as a Pluralistic Language

Agree
Over-all Weighted Mean 3.04 Agree * Legend: 3.26 -4.00 Strongly Agree, 2.51 -3.25 Agree, 1.76 -2.50 Disagree, 1.00 -1.75 Strongly Disagree Based on the numerical data presented in Table 2, students demonstrate a positive perception of English as a pluralistic language.All the indicators have weighted means falling within the "agree" range, indicating that respondents generally agreed with the importance of promoting linguistic and cultural diversity in English language learning.Indicator 1 shows the highest weighted mean score of 3.25, which means that students agreed that multilingualism is given importance alongside English in language learning contexts.This result supports the idea that valuing multiple languages can enhance students' language proficiency and intercultural communication skills (Li & Hu, 2020).

Family Language Ideology in English as
Perceived by Students in Terms of English as an Irrelevant Language

Disagree
6.There are limited opportunities for learners to practice English outside of the classroom or learning environment, resulting in a lack of relevance in real-life contexts.

Disagree
7. Learners actively resist the perceived dominance or imposition of English, promoting the importance of local languages instead.
2.17 Disagree 8. Learner's encounter communication barriers when using English to effectively communicate with others due to linguistic differences or limited practical use.

Agree
9. There is a strong emphasis on preserving and promoting local languages, leading to a perceived lack of relevance or necessity for English.
1.97 Disagree 10.Learners prioritize the learning of other languages over English due to their perceived relevance within the local or regional context.

Disagree
Over-all Weighted Mean 2.26 Disagree * Legend: 3.26 -4.00 Strongly Agree, 2.51 -3.25 Agree, 1.76 -2.50 Disagree, 1.00 -1.75 Strongly Disagree The combined weighted averages (2.26) indicate that students expressed dissent towards the idea of English being irrelevant, as showed in Table 3.While based on the numerical data, Indicator 1 shows that students agree that English is perceived as having limited relevance or practicality in everyday life within the local community, with a weighted mean score of 2.55.This perception might arise from a lack of exposure to English in their immediate environment, leading to a perceived disconnection between the language and its application in their daily activities (Phan & Suryani, 2020).Meanwhile, the respondents agreed that due to linguistic differences or limited practical use, learners still encounter communication barriers when using English to effectively communicate with others, with a weighted mean score of 2.77 for students (Indicator 8).The findings gleaned from the indicators underscore a prevailing perception shared by students.Specifically, there exists that English, while a valuable skill, is often deemed lacking in immediate practicality and relevance in the fabric of daily life.This sentiment emerges from the collective acknowledgment that learners continue to face communication hurdles rooted in linguistic disparities or constrained opportunities for practical application.

Impact of the Perception of the Family
Language Ideology in English on the English Academic Performance of the Students The data in Table 4 presented students' perception of family language ideology in English vs. English academic performance, the computed F-value is 0.15, and the significance level (α) is 0.05.The result revealed no significant relationship between students' perception of family language ideology and their English grades.While this suggests that although the family language ideology may not have a significant impact on one's present academic achievement, it is important to take other aspects into account that may affect one's attitude toward and experiences with language.
To gain a comprehensive understanding, future research could explore additional variables, such as students' language proficiency levels, language use patterns within the family and community, and the socio-cultural context of the students' language learning environment.Additionally, in-depth understanding of students' perceptions of the family language ideology and its possible influence on their language learning experiences and academic achievement can be gained through qualitative research techniques like focus groups and interviews.

Conclusion
The study revealed that students in selected schools in Chongzuo City held distinct perceptions toward English.They view English as a non-destructive and pluralistic language, emphasizing the importance of embracing linguistic and cultural diversity in language learning.However, respondents also perceive English as relatively irrelevant in their daily lives and future career prospects within the local community.
Considering the findings, the following recommendations for family language ideology and academic achievement of Junior High School students in Chongzuo City may be proposed:

Multilingualism Promotion
Encouraging the learning of multiple languages, emphasizing their value and importance alongside English.Highlight the advantages of being multilingual in a globalized world.Meanwhile, designing programs that celebrate and promote multilingualism, showing the value of English proficiency alongside preserving local languages and cultures, this can empower students to embrace the awareness that learners from diverse linguistic backgrounds have equal access to educational, professional, and social opportunities.

Cultural Sensitivity Enhancement
Incorporating cultural sensitivity into language learning, including discussion about the historical and cultural contexts of English, which can help students understand the broader implication of the language and its ties to power dynamics.

Curriculum Enhancement
Designing an English curriculum that incorporates realworld scenarios, practical communication skills, and examples relevant to the local community.This can help students see the direct application of English in their daily lives.Moreover, Integrating interactive activities, role plays, debates, and group discussions into the curriculum.This approach fosters active engagement and enhances students' language skills while making the learning process enjoyable.

Community Involvement
Organizing community events, workshops, or language exchange programs where students can practice English in real-life situations with native speakers or other learners.This provides practical exposure and boosts confidence.

Long-term Research
Conducting longitudinal research through qualitative research techniques like focus groups and interviews to understand the long-term effects of family language ideology on academic achievement and language development.Using findings to refine and adapt language education strategies over time.

Table 1 .
The Perception of English as a Destructive Language

Table 2 .
The Perception of English as a Pluralistic Language

Table 3 .
The Perception of English as an Irrelevant Language

Table 4 .
Students' Perception of the Family Language Ideology and English Academic Performance