4.5.3 Self-recordings

Parent and adolescent participants were invited to document instances of their CHL interactions, with recordings ranging from two to 60 minutes, approximately every two months. They were instructed to use any available digital devices, such as mobile phones or digital recorders. In total, 60 recordings were submitted, amounting to 20 hours and 32 minutes of video footage (see Table 6).

我们邀请家长和青少年参与者记录他们与孩子之间的互动，大约每两个月记录一次，每次记录时长从2分钟到60分钟不等。他们被要求使用任何可用的数码设备，例如手机或数码录音笔。最终，我们提交了60段记录，总时长20小时32分钟（见表6）。

Parent-recorded videos, although less frequently utilised in research, have been used to explore language practices in bi- and multilingual family settings (e.g. Chevalier, 2011; Lee, Pang & Park, 2021; Lindquist & Garmann, 2019; Said, 2021; Van Mensel, 2018). In this study, parents took the initiative to record these interactions themselves. Three important factors guided this method.

虽然家长录制的视频在研究中使用较少，但已用于探索双语和多语家庭环境中的语言实践（例如，Chevalier，2011；Lee, Pang & Park，2021；Lindquist & Garmann，2019；Said，2021；Van Mensel，2018）。在本研究中，家长主动记录了这些互动。有三个重要因素指导了这一方法。

First, it permitted families to choose when and where to record, which proved especially useful considering the often erratic schedules of households with young children. Second, it facilitated observing naturally occurring interactions in familiar settings such as mealtime, storytelling sessions, playtime, leisure activities, video calls with family and homework times.

首先，它允许家庭选择录制的时间和地点，考虑到有幼儿的家庭作息时间通常不规律，这一点尤为有用。其次，它有助于观察在熟悉的环境中自然发生的互动，例如用餐时间、讲故事时间、游戏时间、休闲活动、与家人的视频通话以及家庭作业时间。

The recordings mainly highlighted CHL use and CHL-related learning or leisure pursuits, such as watching Chinese-language videos and films and engaging in in-person or online interactions through communication platforms such as WeChat and WhatsApp with grandparents, parents, siblings, peers and children.

录制内容主要关注中文母语的使用以及与中文母语相关的学习或休闲活动，例如观看中文视频和电影，以及通过微信和WhatsApp等交流平台与祖父母、父母、兄弟姐妹、同龄人和孩子进行面对面或在线互动。

To ensure participant confidentiality, all recordings were anonymised. Visual data was either blurred or cropped to prevent the identification of individuals.

为确保参与者的隐私，所有录制内容均匿名。视觉数据被模糊处理或裁剪，以防止个人身份被识别。每份录制内容提交后，都会进行后续讨论。

After each recording was submitted, follow-up discussions took place. In these sessions, parents, children and adolescents reflected on their language choices, detailed the nature of the interactions and explained the context and motivations behind their language use.

每份录制内容提交后，都会进行后续讨论。在这些讨论中，父母、儿童和青少年反思了他们的语言选择，详细描述了互动的性质，并解释了他们使用语言的背景和动机。

Participants were also asked if they felt the recorded scenes accurately represented their daily lives. Most confirmed that the content depicted typical family practices rather than staged ones, which matched my observations during home visits.

参与者还被问及他们是否认为录制的场景准确地反映了他们的日常生活。大多数人确认，这些内容描述的是典型的家庭实践，而非刻意安排的，这与我在家访期间的观察结果相符。

The self-recorded videos, capturing spontaneous interactions without the researcher present, served as an additional observational method. These recordings document genuine, naturally occurring communication events, particularly those found in daily family routines, and have long been recognised as an effective approach for examining social behaviour (Goffman, 1961).

自我录制的视频记录了研究人员不在场时的自发互动，这作为一种额外的观察方法。这些录音记录了真实、自然发生的沟通事件，尤其是在家庭日常活动中发现的沟通事件，长期以来一直被认为是研究社会行为的有效方法（Goffman，1961）。

The choice to implement self-recording was motivated by the understanding that with researcher guidance, such recordings can bolster the credibility of interview and observational data. In this research, the self-recordings offered insights into participants’ authentic language practices and the negotiation of FLP at home. Therefore, they are equally valuable as direct participant observation in revealing family language dynamics.

选择自我录制的动机是，在研究人员的指导下，此类录音可以增强访谈和观察数据的可信度。在本研究中，自我录制提供了对参与者真实语言实践及其在家中如何应对家庭语言沟通（FLP）的洞察。因此，它们在揭示家庭语言动态方面与直接参与式观察具有同等价值。