Home Language Instruction in Sweden: what is the situation in 1998?

1999 ◽  
Vol 10 (1) ◽  
pp. 75-84 ◽  
Author(s):  
Beatrice Cabau‐Lampa
1998 ◽  
Vol 59 ◽  
pp. 41-55
Author(s):  
Jeroen Aarssen ◽  
Peter Broeder ◽  
Guus Extra

Owing to processes of migration and minorization, the Netherlands is increasingly developing into a multicultural society. Litde information, however, is available about the actual composition of this multicultural society. Statistics on immigrant minority groups are commonly based on nationality and/or birth-country criteria, which both suffer from increasing erosion. Ethnic self-categorization and home language use have been suggested as complementary or alternative criteria. Particularly in the context of education, data on home language use of immigrant minority pupils can supply relevant information on the multicultural composition of schools. In fact, such data are essential for language planning and educational policy. We carried out a language survey at two schools for secondary education, with a total group of 1305 respondents. The study establishes empirical evidence on: the distribution and vitalily of immigrant minority languages of pupils in secondary education; the complementary or alternative value of the home language criterion for the definition and identification of immigrant minority pupils; and the participation in and need for immigrant minority language instruction. Procedural matters (quality of the form, distribution to and within schools) are also investigated.


2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.


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