Study of Ethnic Minority's Attitudes toward Home-Language and English of Their Children in British Schools

1983 ◽  
Vol 52 (1) ◽  
pp. 315-322 ◽  
Author(s):  
Surinder M. Sharma
Keyword(s):  
Ethnic Minority ◽  
Language Attitudes ◽  
Home Language ◽  
Children's Home ◽  
Minority Parents

The aim of the present study was to explore attitudes of ethnic minority parents towards their children's home-language and English in the British schools. Data were responses of fathers in 59 families originating from the Indian sub-continent who were settled in U.K. They expressed an overwhelming support for maintenance of home-language in their children's schools and their attitudes were not differentiated along instrumental and integrative dimensions of motivations. However, such differentiations persisted in their attitudes towards English. The paper also outlines a procedure for the study of language attitudes of ethnic minority parents.

Speaking of State of Mind: Maternal Mental Health Predicts Children's Home Language Environment and Expressive Language

2021 ◽  
pp. 1-17
Author(s):  
Brandon Neil CLIFFORD ◽  
Laura A. STOCKDALE ◽  
Sarah M. COYNE ◽  
Vanessa RAINEY ◽  
Viridiana L. BENITEZ
Keyword(s):  
Mental Health ◽  
Maternal Depression ◽  
Maternal Mental Health ◽  
Expressive Language ◽  
Home Language ◽  
Depression And Anxiety ◽  
Negatively Associated ◽  
Children's Home ◽  
Language Environment ◽  
Home Language Environment

Abstract Maternal depression and anxiety are potential risk factors to children's language environments and development. Though existing work has examined relations between these constructs, further work is needed accounting for both depression and anxiety and using more direct measures of the home language environment and children's language development. We examined 265 mother-infant dyads (49.6% female, Mage = 17.03 months) from a large city in the Western United States to explore the relations between self-reports of maternal depression and anxiety and observational indices of the home language environment and expressive language as captured by Language Environment Analysis (LENA) and parent-reported language comprehension and production. Results revealed maternal depressive symptoms to be negatively associated with home language environment and expressive language indices. Maternal anxiety symptoms were found to be negatively associated with children's parent-reported language production. These findings provide further evidence that maternal mental health modulates children's home language environments and expressive language.

scholarly journals Minor harassments: Ethnic minority youth in the Nordic countries and their perceptions of the police

2018 ◽  
Vol 20 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Mie Birk Haller ◽  
Randi Solhjell ◽  
Elsa Saarikkomäki ◽  
Torsten Kolind ◽  
Geoffrey Hunt ◽  
...  
Keyword(s):  
Young People ◽  
Ethnic Minority ◽  
Language Attitudes ◽  
Nordic Countries ◽  
Minority Youth ◽  
Ethnic Minority Youth ◽  
Structured Interviews ◽  
The Everyday ◽  
Police Interactions ◽  
Police Practices

As different social groups are directly and indirectly confronted with diverse forms of police practices, different sectors of the population accumulate different experiences and respond differently to the police. This study focuses on the everyday experiences of the police among ethnic minority young people in the Nordic countries. The data for the article are based on semi-structured interviews with 121 young people in Sweden, Norway, Finland and Denmark. In these interviews, many of the participants refer to experiences of “minor harassments” – police interactions characterized by low-level reciprocal intimidations and subtle provocations, exhibited in specific forms of body language, attitudes and a range of expressions to convey derogatory views. We argue that “minor harassments” can be viewed as a mode of conflictual communication which is inscribed in everyday involuntary interactions between the police and ethnic minority youth and which, over time, can develop an almost ritualized character. Consequently, minority youth are more likely to hold shared experiences that influence their perceptions of procedural justice, notions of legitimacy and the extent to which they comply with law enforcement representatives.

scholarly journals Disambiguating language attitudes held towards sociodemographic groups and geographic areas in South East England

2021 ◽  
pp. 1-15
Author(s):  
Amanda Cole
Keyword(s):  
Working Class ◽  
Ethnic Minority ◽  
Language Attitudes ◽  
Primary Factor ◽  
South Eastern ◽  
Factor Conditioning ◽  
South East England

Abstract Using a novel, digitized method, this paper investigates the language attitudes of 18- to 33-year-olds in South East England. More broadly, this paper demonstrates that disambiguating the language attitudes held towards sociodemographic groups and geographic areas is paramount to understanding the configuration of language attitudes in an area, particularly for areas with high cultural and linguistic heterogeneity. A total of 194 respondents evaluated the speech of 102 other south-eastern speakers. Results reveal an imperfect mapping between language attitudes held towards geographic areas and speakers from these areas. Although East London and Essex are the most negatively evaluated areas, speakers’ demographic and identity data is the primary factor conditioning language attitudes. Across South East England, working-class and/or ethnic minority speakers, as well as those who identify their accent in geographically marked terms, are evaluated most negatively, which is compounded if they are from East London or Essex.

Het Ongelijk van Netelenbos?

2005 ◽  
Vol 74 ◽  
pp. 123-133 ◽  
Author(s):  
Ludo Verhoeven ◽  
Anne Vermeer
Keyword(s):  
Ethnic Minority ◽  
Language Proficiency ◽  
Parental Education ◽  
Language Use ◽  
School Success ◽  
Home Language ◽  
Language Test ◽  
Minority Children ◽  
Dutch Language ◽  
Ethnic Minority Children

Within the context of school success of ethnic minority children in the Netherlands, it is currently debated what criteria should be applied by the Ministery of Education in assigning extra funds to children at risk. To this date, two criteria are used: level of parental education and parents' country of origin. As both criteria do no longer fully comply with the needs, it is proposed to test the children entering Kindergarten, with respect to their language proficiency in Dutch and/or their intelligence. This article reports the results of a longitudinal study on the language and school development of monolingual Dutch and bilingual ethnic minority children who were followed from entering Kindergarten at the age of 4, to the end of grade 6 in primaty school at the age of 12. During the first four years, Dutch language tasks ( ) were annually administered. Besides, children took an intelligence test (RAKIT) at the age of five. In grade 6, at the age of 12, a test battery of Dutch language proficiency, writing, reading, mathematics, science and information processing tasks were administered (Cito Eindtoets) to operationalise 'school success'. Finally, several background data were gathered, such as level of parental education and home language use. The results of regression analyses tentatively show that a language test administered in Kindergarten is the best predictor of school success (Multiple R= .432), that the intelligence test adjusts 4% to that, and that both home language use and parental education add another 2%. For the ethnic minority children alone, the Dutch language test (R2=.275) and home language use (adding 5%) are the only two predicting factors. However, if we look into the data as if we were teachers and had to decide whether or not to assign extra funds to a specific child on the basis of his/her test scores in Kindergarten, 29% of those assignments had been wrong: 14% wrongly not assigned ('false negatives'), and 15% wrongly assigned ('false positives'). For only 11% of the children the assignment of funds would have been predicted correctly. From this perspective, testing children in Kindergarten is not the most appropriate way to assign extra funds to children at risk.

The Official National Language and Language Attitudes of Three Ethnic Minority Groups in China

1999 ◽  
Vol 23 (2) ◽  
pp. 157-174 ◽  
Author(s):  
Minglang Zhou
Keyword(s):  
Ethnic Minority ◽  
Minority Groups ◽  
Language Attitudes ◽  
National Language ◽  
Ethnic Minority Groups

La oficiala lingvo kaj lingvaj sintenoj ĉe tri minoritataj grupoj en Cinio Rezulte de lingvoplanado, duono de la cent milionoj da etnominoritatanoj (EMN) en Ĉinio parolas iun version de Putonghua (PTH) kiel sian unuan aŭ duan lingvon. La nuna studo, utiligante sintenan/motivan enketaron kaj "pare maskitan" procedon, ekzamenis la taskojn fare de anoj de kazaka, ujgura kaj jia minoritatoj pri PTH kaj EMN-aj lingvoj, kaj dekdu varieblojn pri lernado kaj uzado de PTH. Analizoj de la rezultoj pere de unudirekta "ANOVA" kaj parspecimena testo t montras, ke a) integra orientigo kaj impreso de pekina-noj estas la plej bonaj manieroj antaŭdiri la instrumentan orientigon, intense-con kaj deziron de EMN pri la lernado kaj utiligo de PTH; b) la longeco de la lernperiodo de PTH sola suficas por determini kiom komforte EMN sentas en sia utiligo de PTH; c) niveloj de kontakto kun la hana minoritato para-lelas iliajn pritaksojn de PTH kaj de EMN-lingvoj; kaj c) bona impreso de pekinanoj korelaciigas kun pli altaj taksoj de PTH. La eltrovoj de la studo donas al la farantoj de lingvopolitiko kaj al esplorantoj tra la tuta mondo utilajn perspektivojn pri la rilato inter lingvaj sintenoj kaj etnaj rilatoj.

Psychological distress in ethnic minority parents of preschool children with burns

Burns ◽  
2020 ◽  
Vol 46 (2) ◽  
pp. 407-415
Author(s):  
J. Suurmond ◽  
A. Bakker ◽  
N.E. Van Loey
Keyword(s):  
Psychological Distress ◽  
Preschool Children ◽  
Ethnic Minority ◽  
Minority Parents

A Qualitative Study of Cognitive, Behavioral, and Psychosocial Challenges Associated With Pediatric Type 2 Diabetes in Ethnic Minority Parents and Adolescents

2017 ◽  
Vol 43 (2) ◽  
pp. 180-189 ◽  
Author(s):  
Sara M. St. George ◽  
Elizabeth R. Pulgarón ◽  
Dina Ferranti ◽  
Yaray Agosto ◽  
Maria I. Toro ◽  
...  
Keyword(s):  
Type 2 Diabetes ◽  
Qualitative Study ◽  
Ethnic Minority ◽  
Cognitive Behavioral ◽  
Future Research ◽  
Psychosocial Screening ◽  
Behavioral Challenges ◽  
Minority Parents ◽  
Psychosocial Challenges

Purpose The purpose of this descriptive qualitative study was to explore cognitive, behavioral, and psychosocial challenges associated with having and/or parenting an adolescent with pediatric type 2 diabetes (T2D) from the perspectives of ethnic minority parents and adolescents. Methods Ethnic minority (79.2% non-Hispanic black, 29.6% Hispanic) adolescents (n = 14, 78.6% female, 14.7 ± 1.9 years) and their parents (n = 13, 100% female) participated in either individual family interviews or multifamily focus group sessions. Sessions were audio recorded, transcribed, and coded by a team of 4 raters. QSR NVivo 10 was used to perform a content analysis and to extract coded adolescent and parent responses. Results Six themes corresponding to 3 broad categories (cognitive, behavioral, and psychosocial challenges) emerged. Regarding cognitive challenges, families described difficulties learning about a new disease and managing youth knowledge deficits and/or superficial knowledge. In terms of behavioral challenges, parents and adolescents discussed ongoing difficulties with making and maintaining positive youth health behavior changes as well as with ensuring regimen adherence. Finally, managing youth emotions related to diabetes and navigating social relationships with peers and other family members around the disclosure of T2D were the primary psychosocial challenges to emerge. Conclusions Directions for future research include developing and evaluating brief family interventions and adolescent psychosocial screening measures. Recommendations for clinical practice include increasing family knowledge of T2D, enhancing parenting skills for managing youth behavior change, and conducting routine psychosocial screening during follow-up clinic visits.

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