Intergroup Contact and Minority-Language Education: Reducing Language-Based Discrimination and Its Negative Impact.  

Oleh:

Wright, Stephen C.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Language and Social Psychology (Full Text) vol. 26 no. 2 (2007), page 157-181.
Topik: language discrimination; bilingual and heritage-language education; intergroup contact; identity
Fulltext: 157.pdf (169.33KB)

Isi artikel

The authors consider two related approaches that may be important in the amelioration of language-based discrimination. The first focuses on the attitudes of the dominantlanguage group and applies recent perspectives on the intergroup contact theory to suggest ways of reducing prejudice among members of the dominant group. Research with White/Anglo children in California are used to show the potential benefits of bilingual over English-only education in this regard. The second approach focuses on the psychology of the minority-language group. Supported by research with Inuit children in Arctic Quebec, the authors describe how heritage-language education can have a positive impact on personal and social identity, support heritage-language development, facilitate second-language acquisition, and perhaps buffer the negative impact of discrimination on self-esteem and well-being by supporting the development of strong ingroup identification.

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