Language Groups Research Articles

Relationships Among Parental Self‐Efficacy, Home Learning Activities, and Child Skills

AbstractObjectiveTo investigate relationships among parental self‐efficacy, home learning activities, and children's socioemotional and language skills for preschool children.BackgroundHigher parental self‐efficacy is often related to better child skills and with more home learning activities. However, the relationships between parental self‐efficacy, home learning activities, and children's skills have not yet been investigated.MethodThe path models draw on data from 727 parents of preschool children (full sample: 85.1% female, 50.9% employed, 24.8% non‐German family language) and a subsample of 108 parents of preschool children who soon transition to elementary school in Germany. The self‐report data come from the German evaluation study “Language Daycare Centers.”ResultsWe found significant positive links among (a) general parental self‐efficacy with home learning activities and children's language skills, (b) language supporting parental self‐efficacy with home learning activities and children's socioemotional skills, and (c) a negative link between language supporting parental self‐efficacy and children's socioemotional problems.ConclusionThe more self‐efficacious parents felt, the more often they offered home learning activities and the higher they rated their children's language skills at age 5 years.ImplicationThe findings highlight the importance of parental self‐efficacy for engaging with children and the positive parental assessment of children's skills. Promoting parental self‐efficacy might stimulate home learning activities and improve the home learning environment.

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Navigating Between National Unity and Political Expediency: The Federal Government’s Response to Substate Identity Policy in Nigeria and Canada

What factors shape the federal or national governments’ responses to substate identity policies within deeply diverse federal systems? This article answers this question by analysing the role of the President or Prime Minister as ‘bearers’ of national unity, when confronted with (exclusivist) identity policies that may threaten the inclusion of all citizens, in particular minorities residing in jurisdictions dominated by a dominant (ethnocultural, linguistic or religious) group. The empirical evidence draws on the experiences of Canada and Nigeria, focusing in particular on the tension over secularism and the Muslim veil in Québec public institutions, and the adoption of Sharia by twelve Muslim-majority states in Nigeria. The paper demonstrates that while the need to uphold cultural diversity could explain the federal government’s responses to the identity policies implemented in these regions, the primary driver of the responses was the president and prime minister’s political goal of re-election and retaining power. The paper contributes to the literature by stressing the similarities in the political reflexes and strategies utilized by political actors in managing the tension between the constitutional principles of self-rule and shared rule in two federations that are often thought to be so different and, hence, incomparable.

Translation of English Verbs Belonging to the Lexico-Semantic Group of Human Behavior into Russian and German (Based on W. Thackeray’s Novel “Vanity Fair”)

This article examines the use of English verbs related to human behavior in W. Thackeray’s novel “Vanity Fair” and their translations into German and Russian. Based on the analysis of lexicographic sources, the structure of the lexico-semantic group of behavioral verbs in English, German, and Russian was analyzed. Common transformations employed to translate such verbs from English into German and Russian were identified. The most representative examples were picked from the novel. Particular attention was given to the relationship between the translation methods and each target language, as well as between the source language and the target languages. The Russian and German translations of the novel were compared for accuracy in conveying all details. Using componential analysis, a semantic classification of the selected verbs, depending on the type of behavior they describe, was compiled for the three languages. The results obtained led to the following conclusions. The behavioral verbs in W. Thackeray’s novel “Vanity Fair” are most often translated into Russian and German with literal equivalents of the original lexemes. However, lexical and grammatical substitutions were also revealed: their usage depends on grammatical structure, lexical compatibility, and linguistic standards. The German translation proved to be more plausible than the Russian one. This could be because English and German are both Germanic languages and belong to the same branch of the Indo-European language family. In the Russian translation, multiple transformations of the original text are used more often. They are meant to convey the author’s ideas rather than the exact lexicographic meanings of separate words. The findings of this study contribute to the development of the theory and practice of translation and provide a deeper insight into W. Thackeray’s worldview.

You are what you Look: A Socio (Linguistic) Analysis of Some Kaonde Nicknames Associated with Physical Appearance

The Kaonde language is part of the Bantu language family found in South Central Africa. It is spoken by the baKaonde ethnic group in Zambia's North Western and Central provinces. Nicknames are an essential part of the baKaonde naming system and hold significant importance in their culture. These nicknames are given to describe people based on their physical characteristics, animal-like features or things, social habits, and so on. Among the Kaonde people, nicknames serve different social functions such as endearment, humor, mockery, social counsel, expression of bravery, and lifestyle. This study aims to investigate Kaonde nicknames associated with physical appearances and features of people. Ultimately, the paper demonstrates how Kaonde speakers play with language in their naming systems and how they use ‘frames’ of meaning to coin new words (nicknames) from existing linguistic resources. The data for this study was collected through qualitative ethnographic methods, including participant observations and personal interviews with ten purposively selected respondents, as part of a larger study on Kaonde nicknames. The study findings reveal that Kaonde nicknames describe an individual's physical appearance and features, either positively or negatively. These nicknames may arise from other people’s physical features and animal characteristics which are likened to individuals being nicknamed. Some nicknames may be known or unknown to the nicknamee, depending on their connotations, context of use and existing personal relationship between the namer, and the named. These findings reflect human interactions among themselves and with other living beings and the extended naming system of the Kaonde speakers to include nicknames.

Indirect and direct contributions of executive functions to reading comprehension

In the current study, we investigated the role of executive functions in explaining how word recognition and language comprehension jointly predict reading comprehension in multilingual and monolingual students (Grades 1 and 2). Specifically, mediation and moderation models were tested and compared to offer a more nuanced understanding of the role of executive functions in reading comprehension. The results provided support for the mediation model in which executive functions indirectly contribute to reading comprehension via word recognition and language comprehension in both language groups. In addition, executive functions directly predicted reading comprehension (i.e., partial mediation). These findings suggest that executive functions serve as general cognitive processes that support word recognition, language comprehension, and reading comprehension (i.e., direct contribution) as well as facilitate connecting word recognition and language comprehension in support for reading comprehension (i.e., indirect contribution). These findings are consistent with prominent models of reading comprehension.

Outcomes of transdiagnostic internet-delivered cognitive behavioural therapy tailored to public safety personnel: A longitudinal observational study

First responders and other public safety personnel (PSP) experience high rates of mental health problems and face barriers to accessing mental healthcare. Internet-delivered cognitive behavioural therapy (ICBT) is an effective and accessible treatment for various mental health concerns. Canadian PSP report favorable attitudes toward ICBT, and preliminary outcomes demonstrate that they benefit from it. Expanding on this research, the current study consisted of a longitudinal observational study of 560 Canadian PSP who participated in ICBT. It was designed to assess the longer term effectiveness of ICBT and moderators of outcomes by gender, linguistic and occupational group, and years of occupational experience. We evaluated symptom change at 8, 26, and 52 weeks post-enrollment, and results among PSP who had elevated clinical scores, showed large reductions (Hedges’ g) in symptoms of depression (g = 1.3), anxiety (g =1.48), posttraumatic stress (g =1.24), panic (g =1.19), and anger (g =1.07) and moderate reductions in symptoms of social anxiety (g =.48–.56). Moderator analyses revealed modest differences in pre-treatment symptoms among certain groups but no group differences in symptom change over time. Clients showed good completion of treatment materials and reported high treatment satisfaction. The results suggest further study of ICBT tailored to PSP is warranted, including evaluating ICBT tailored for PSP in other countries.

The Role of Age Variables in Family Language Policy

Family language policy (FLP) provides a critical framework to explain the planning of language use in the home. It constitutes a dynamic construct that sheds light on variations in the language acquisition of bilingual children, potentially explaining the shifts that may occur in language dominance and preference. The environment and life experiences are thought to shape FLP, yet little is known about the function of age. This study examines the association of FLP with children’s chronological age and the age they become bilingual. Data were collected via questionnaires from parents and their bilingual children (n = 82) aged 5.08–14.08 (M = 8.98, SD = 3.27) speaking English (heritage language) and Hebrew (societal language). Correlations and logistic regressions indicate a relationship between FLP and dimensions of age. Findings reveal that age may have repercussions for parent language beliefs, patterns of language use within the home, and the adoption of language promotion strategies. Younger children and children with a later age of onset of bilingualism are associated with families who lean towards a pro-heritage language FLP. Considering dimensions of age enhances our understanding of FLP and may offer a greater insight into how languages are supported in the bilingual home.

Unpacking family language policy through autoethnography: Insights from a transnational Arabic-speaking family in the United States

Aims and objectives: Adopting an autoethnography research framework, this study draws upon insider insights into family life to investigate the language policy of Arabic-speaking Saudi families in the United States. This approach contributes to family language policy (FLP) scholarship. Leveraging the well-established tradition of autoethnography in sociolinguistic studies, the study examines language socialization within a transnational family and the resulting changes in their FLP. Methodology: This study adopted Spolsky’s framework of language policy, which consists of ideology, management, and planning. Due to the amount and variation of data, analytical induction was used because it identifies recurring patterns and develops initial insights by examining similarities between phenomena. This method also offers analytical lenses for studying personal experiences and social interactions. Data collection and analysis: The data presented in this research were obtained from a larger corpus set obtained during a primary longitudinal study that examined language socialization processes within an Arabic Muslim family temporarily residing in a Western context for a period of 3 years. However, for the purpose of this autoethnographic study, the data analysis was limited to a 2-year period because this analytical method examines broad categories of understanding and then creates sub-categories. Fieldnotes, journals, and recordings were logged and coded to find important patterns. Findings: This study shows autoethnography as a useful approach to greater access to an Arabic-speaking Muslim family living in the United States. It also revealed aspects related to internal conflict and the different views parents can have about raising a bilingual child. The role of contextual factors in impacting FLP is also explained. By considering the broader social and cultural influences on language policy, the study showcased the complex interplay between macro-level factors and micro-level family dynamics. Originality: This study is the one of the rare studies that highlights the autoethnographic approach to FLP with relation to Arabophone Muslim families living in the United States. Also, the study demonstrates the value of the autoethnographic approach to FLP, as it helps to explore insider perspectives to understand the dynamic nature of FLP, the contextual factors influencing it, and how families construct meaning through their language use. Significance: This study lays the groundwork for future sociolinguists interested in FLP research to delve deeper into family language dynamics and explore how children navigate their parents’ language policies through the use of autoethnography approaches.

Metalinguistic awareness in the multilingual EFL classroom: a study of grade 5–7 students in Norway

ABSTRACT This article compares metalinguistic awareness among emerging bilingual and multilingual learners of English in Norwegian primary school. Participants were 120 students in grades 5–7 (aged 10–13) attending mainstream English classes in Norway and were divided into three groups based on a linguistic background questionnaire: an L1 Norwegian group, a Multilingual group without English at home, and an English group with English at home. All participants completed a test of metalinguistic awareness (using sentences in English, with questions presented in both English and Norwegian), and a statistical analysis was then conducted to compare the performance of the different linguistic groups. While a simple comparison of means showed no significant differences between groups, a multiple regression controlling for grade level and academic achievement showed that linguistic group did significantly predict performance once these variables were accounted for, with the Multilingual group scoring higher than the L1 Norwegian group, and the English group scoring highest.

Addressing Polymorphism in Linguistic Phylogenetics

AbstractUnderstanding how languages change is important not only for the reconstruction of protolanguages and for estimating diversification dates (i.e. the dates when languages split), but also for the inference of evolutionary trees (or phylogenetic networks) of language families. We propose a parametric model of language change that addresses lexical polymorphism (two or more words for a given basic meaning) based on what is known about how languages change. Under our model, changes of state in lexical characters occur only due to semantic shift or borrowing, leading to (potentially brief) periods in which polymorphism is present. Across a wide range of model conditions, we find that a simple and natural modification to the maximum parsimony (MP) criterion (which seeks the tree with the fewest number of changes) to allow it to handle polymorphic characters has the best accuracy, substantially improving on well‐known Bayesian methods based on appearances and disappearances of words. We also provide a new analysis of Indo–European that takes polymorphism into account, finding support for a previous tree (Nakhleh et al., 2006) and a new tree that differs from the previous tree in the relationship between Italo‐Celtic and Tocharian.

The intergenerational reinforcement of Spanish in Galicia (Spain)

This article presents a case study on family language policies (FLP) in Galicia (official bilingual community of Spain), based on the analysis of semi-structured interviews with three Spanish-speaking parents who live with their partners and children in urban or semi-urban settings where Spanish is the dominant language. The results indicate a FLP model that reinforces the position of this language in the family, in interaction with the environment, since the informants attribute their children’s learning of Galician exclusively to school, even though they see it as insufficient to incorporate this minority language into their everyday linguistic repertoire, both now and in the future. The assumption of this result is revealed to be rooted in the ideologies about languages, since Galician has little or no economic or even symbolic value for these parents and continues to be strongly associated with the rural world, with the elderly or with no education, reproducing a persistent diglossic culture in Galician society. This language micropolicy is interpreted as a mirror of the laissez-faire attitude that has characterised language policies at the macro level in Galicia, as well as a reflection of its shortcomings in achieving true prestige for Galician.

Neurocognition and its predictors in a linguistically and culturally diverse cohort of people with HIV

Objective: HIV/AIDS disproportionately affects Black and Latino people in the United States, yet there is a lack of research on predictors of neurocognitive outcomes in these groups. We examined neurocognitive performance and its key predictors across White, Black, and Latino people with HIV (PWH). Method: Participants included 586 PWH of White, Black, and Latino (English- and Spanish-speaking) background. Neurocognition was assessed via demographically-adjusted Fluid Cognition Composite T-scores from the NIH-Toolbox cognition battery, and individual tests comprising this composite. Predictors examined included sociodemographic and HIV disease characteristics, and medical, psychiatric and substance comorbidities. Results: Compared to White PWH, English-speaking Latino PWH had lower T-scores on the Fluid Cognition Composite, as well as Flanker Inhibition and Picture Sequence Memory tests. While there were no other significant group differences on Fluid Cognition, both Latino PWH language groups performed worse than Black PWH on Flanker Inhibition, and Black PWH performed worse than White PWH on List Sorting. Separate multivariable linear regression models by ethnic/racial/language group showed that significant correlates of worse Fluid Cognition included depressive symptoms among White PWH; hepatitis C co-infection among Black PWH; hypertension among English-speaking Latino PWH; and higher estimated duration of HIV disease and depressive symptoms in Spanish-speaking Latino PWH. Conclusions: Findings suggest worse neurocognition among English-speaking Latino PWH compared to Whites. Predictors of neurocognitive function among PWH differ across ethnic/racial and language groups. Consideration of these HIV disease characteristics and comorbidities may be valuable in developing targeted culturally-relevant interventions aimed at ameliorating neurocognitive dysfunction among diverse PWH.

Cultural vs. State Borders: Plant Foraging by Hawraman and Mukriyan Kurds in Western Iran.

Plant foraging is a millennia-old activity still practiced by many people in the Middle East, particularly in the Fertile Crescent region, where several socioeconomic, ecological, and cultural factors shape this practice. This study seeks to understand the drivers of plant foraging in this complex region characterized by highly diverse linguistic, religious, and cultural groups. Our study aims to document the wild plants used by Kurds in Western Iran, identify similarities and differences among Hawraman and Mukriyan Kurdish groups in Iran, and compare our findings with a previous study on the Hawramani in Iraq. Forty-three semi-structured in-depth interviews were conducted in Kurdish villages of Western Iran. The results revealed the use of 44 wild food plant taxa, their preparation, and culinary uses. Among the reported taxa, 28 plant taxa were used by Mukriyani, and 33 by Hawramani. The study revealed a significant difference between the Hawraman and Mukriyan regions in Iran, whereas there is a high similarity between Hawramani Kurds in Iran and Iraq. We found that the invisible cultural border carries more weight than political divisions, and this calls for a paradigm shift in how we perceive and map the distribution of ethnobotanical knowledge.

Language, responsibility, and agency: How UK's immigrant‐background young adults navigate linguistic heritage

AbstractThis study explores the intersection of agency and responsibility in navigating linguistic heritage among immigrant‐background young adults (18–29 years old) in the UK. Drawing on Judith Butler's theorisation, it provides a nuanced understanding of how individuals engage with and respond to the burdening aspects of heritage language maintenance within the complex context of globalised power structures and privileged dynamics. The research employs a qualitative approach, integrating journal entries, interview transcripts, and co‐analysis to elucidate participants' experiences. Through grounded theory development, the study identifies key themes such as: negotiating responsibility across temporalities; the sense of guilt, shame and indebtedness embedded in the process of language maintenance; and finding agency through renarration. The paper contributes to geographical thought on migration and language by going beyond discussions of family language policy and proficiencies and drawing attention to the multifaceted implications of navigating linguistic heritage within immigrant families and monolingual Britain across the instabilities of social and temporal relations and power‐laden positionings. It also highlights the repertoires of narrative and interrelational approaches to reframing heritage that immigrant‐background young adults may access as they formulate their identities with and against language expectations, norms, proficiencies and hegemonies.

Attitudes Toward COVID-19 Vaccines Among Pregnant and Recently Pregnant Individuals

Pregnant people and infants are at high risk of severe COVID-19 outcomes. Understanding changes in attitudes toward COVID-19 vaccines among pregnant and recently pregnant people is important for public health messaging. To assess attitudinal trends regarding COVID-19 vaccines by (1) vaccination status and (2) race, ethnicity, and language among samples of pregnant and recently pregnant Vaccine Safety Datalink (VSD) members from 2021 to 2023. This cross-sectional surveye study included pregnant or recently pregnant members of the VSD, a collaboration of 13 health care systems and the US Centers for Disease Control and Prevention. Unvaccinated, non-Hispanic Black, and Spanish-speaking members were oversampled. Wave 1 took place from October 2021 to February 2022, and wave 2 took place from November 2022 to February 2023. Data were analyzed from May 2022 to September 2023. Self-reported or electronic health record (EHR)-derived race, ethnicity, and preferred language. Self-reported vaccination status and attitudes toward monovalent (wave 1) or bivalent Omicron booster (wave 2) COVID-19 vaccines. Sample- and response-weighted analyses assessed attitudes by vaccination status and 3 race, ethnicity, and language groupings of interest. There were 1227 respondents; all identified as female, the mean (SD) age was 31.7 (5.6) years, 356 (29.0%) identified as Black race, 555 (45.2%) identified as Hispanic ethnicity, and 445 (36.3%) preferred the Spanish language. Response rates were 43.5% for wave 1 (652 of 1500 individuals sampled) and 39.5% for wave 2 (575 of 1456 individuals sampled). Respondents were more likely than nonrespondents to be White, non-Hispanic, and vaccinated per EHR. Overall, 76.8% (95% CI, 71.5%-82.2%) reported 1 or more COVID-19 vaccinations; Spanish-speaking Hispanic respondents had the highest weighted proportion of respondents with 1 or more vaccination. Weighted estimates of somewhat or strongly agreeing that COVID-19 vaccines are safe decreased from wave 1 to 2 for respondents who reported 1 or more vaccinations (76% vs 50%; χ21 = 7.8; P < .001), non-Hispanic White respondents (72% vs 43%; χ21 = 5.4; P = .02), and Spanish-speaking Hispanic respondents (76% vs 53%; χ21 = 22.8; P = .002). Decreasing confidence in COVID-19 vaccine safety in a large, diverse pregnant and recently pregnant insured population is a public health concern.

Young Speakers of a Heritage Language: Hakka Speakers in Vienna

Increased global migratory mobility lead to ‘superdiverse’ societies especially in urban agglomerations, with many family languages. Overseas Chinese, frequently in a secon­dary migration, reached European countries and established their own close-knit communities. A smaller portion of the Hakka community from Calcutta settled in Vienna (Austria) showing an interesting layering of identities as Chinese, Hakkas, Indians, Austrians -- with family ties to Toronto and other places. While the first generation of migrants is typically restrained by the linguistic barrier of the literate national language which is practically inaccessible to adult newcomers, their offspring is firmly embedded in the new culture, and therefore presents a last generation of speakers of the heritage language. In a series of qualitative interviews, young Hakka speakers from the (Austrian) Indian Hakka community were queried about their linguistic and identitarian situation, as well as their linguistic competence in Hakka, in the context of our global research on overseas Hakka usage. The young speakers effortlessly shifted from Hakka to German at kindergarten age, keeping Hakka as means of communication inside the family; some had to act as family translators when growing older. The Hakka language is held in high esteem but is being used and perceived strictly as a family language. Contrary to the older generation, there are no strong ties to other Hakka speakers, let alone a wider Hakka community. Hakka identity and family origin relate back to India and often globally spread-out families with whom English is the best means of communication. A Chinese ancestry is a fact without much influence on the lives. The linguistic competence in Hakka is restricted to their own dialect and familial matters, as is typical of ‘weak speakers’ of a declining minority language. The language shift to German, higher education, and their emancipation from the ‘ethnic’ profession of running Chinese restaurants are indications of the full integration of the next generation into the local culture.

The Influence of Digital and Technology Equipment in Learning Activities on Students' Written Skills

This research aims to observe how students develop their written narrative skills. This research uses survey instruments and questionnaires as data collection methods. Statistical methods are used in data analysis. One hundred students were involved in this research, except those who only wrote less than seven texts from the research sample. The study results show that students experience significant development in their linguistic expression in written communication situations. Their ability to produce texts becomes richer at the linguistic level, with increased lexical diversity in nominal and verbal areas. They also showed a better ability to use sentence-connecting devices. However, there are differences between students who use their mother tongue and those who use their second language in terms of lexis and syntax. Students who use their mother tongue tend to use less and less varied lexis than their second language. In addition, students also showed higher linguistic uncertainty, especially in terms of case inflection and syntax. Nevertheless, there are no significant differences between the two language groups regarding the global structure of the texts. The results of this study provide important insights for language education at the primary school level, showing that students who use their mother tongue have sufficient ability to carry out narrative tasks in a manner comparable to students who use a second language of the same age. However, it should be noted that the development of language skills in students who use their mother tongue may take longer and require special attention in language learning.

The Position of Khatak in Pashto Dialectology

AbstractPashto is a major language of the Iranian family with multiple dialects spoken in Pakistan and Afghanistan. In this paper, I examine the phonological inventory of the previously little known Khatak Pashto by a comparison with the well‐known Yusufzai, of the Northeast dialect of the language. I use primary data collected from Karak and Mardan districts of northwest Pakistan. In my analysis, I identify the similarities between these two varieties and the differences, based on at least eleven phonological isoglosses including the feature of vowel nasality, which split the two. I conclude by supporting the case for a distinct Central dialect area to represent the position of Khatak Pashto.

An adaptive consensus model for multi-criteria sorting under linguistic distribution group decision making considering decision-makers’ attitudes

Group multiple criteria sorting (MCS) has become a trend in dealing with a variety of practical problems. During the process of managing group MCS, it is critical to reduce conflicts among decision-makers (DMs). Given the key role of DMs’ attitudes in affecting consensus level, this study aims to propose a novel consensus-based approach to solve group MCS problems considering DMs’ attitudes with flexible expression linguistic distribution assessments (LDAs) that can capture massive DMs’ qualitative preferences. To achieve this goal, first, a minimum adjustment-based optimization model is built to guide individuals in revising their preferences, and a maximum assignment interval-based optimization model is constructed to derive consistent and possible assignments of each alternative while maintaining the accuracy levels of the original assignments. An attitudinal consensus index is then defined to measure the group consensus level, by which group DMs’ attitudes can be well considered in MCS problems. A sophisticated adaptive feedback adjustment mechanism is also developed and inserted into the consensus model, which provides support for consensus-reaching based on the advantages of both types of adaptive feedback adjustment mechanism strategies. Afterwards, to generate more straightforward and scientific assignment solutions, this study proposes a minimum information loss-based optimization model to identify the final categories of each alternative. Finally, an illustrative example for evaluating livable cities, followed by sensitivity and comparative analyses, is presented to demonstrate the applicability and advantages of the proposed MCS approach.